The purpose of this research was to develop a STEAM program in the context of teaching and learning a traditional Korean instrument and implement it in a high school class to determine the program's effectiveness. The STEAM program was developed through a continuous consultation process between a development team and external experts, including an "artisan of Korean music." This program was implemented for six weeks in an 11th grade science class, which consisted of twenty-six students. The twenty-six students who participated in this research study engaged in semi-structured interviews to determine how the students became aware of the STEAM program and verify the applicability of the program. The results are as follows: students recognized the meaning and necessity of STEAM education as a problem-solving procedure that resulted in increased STEAM literacy and a development of concepts through sharing opinions. Most students indicated that they would frequently make use of the knowledge they learned in the STEAM program in their science class because it allowed them to have a better understanding of the problem-solving process. Therefore, STEAM programs in science class are apt to contribute to STEAM literacy through the integration of science, technology and art as well as develop creative problem-solving abilities by introducing new ideas.
The purpose of this study is to investigate the effects of the case-based reasoning instructional model on learning about climate change unit. Results suggest that students showed interest because it allowed them to find the solution to the problem and solve the problem for themselves by analogy from other cases such as crossword puzzles in an aspect of students" awareness of the designed model. This means students are motivated to study and the process of selecting and organizing educational content and teaching methods has to focus on students" active construction of knowledge. Therefore, the casebased reasoning instructional model can help researchers, teachers, and curriculum developers better understand students" process of learning and developing scientific knowledge about climate change.
In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.
The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.
This study was a research and development of historical material of social science learning with lesson study model. The data sources of research were students, peer, teacher, and authors. The data was collected through observation, questionnaire, and written test. The objectives of research were: (1) to develop learning set including syllabus and learning implementation plan of lesson study in history material of social science subject, (2) to evaluate the feasibility of lesson study syllabus and learning implementation plan in history material of social science subject, (3) to measure the effectiveness of lesson study syllabus and learning implementation plan product application in history material of social science subject, (4) and to measure the implementation of lesson study and the effectiveness of learning in history material of social science subject. The method employed was Richley and Klein's method consisting of four measures: need analysis on syllabus and learning implementation plan, designing syllabus and learning implementation plan, developing syllabus and learning implementation plan, and evaluating syllabus and learning implementation plan. The result of external trial showed mean score of 79.62, fulfilling the minimum passing criteria. The mean score of students' learning attitude was 3.206, belonging to often category. The mean score of presentation skill was 82.86, belonging to good category. The mean score of students' response to language content and use was 2.96, belonging to good category, and the observers' response was 2.54, belonging to very good category.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.