This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM education. At the same time, Korean teachers highlighted various challenges in implementing STEAM education, such as finding time to carry out STEAM lessons, increased workloads, and lack of administrative and financial support. Our findings suggest that sufficient support from the government, the reconstruction of national curriculum, and significant changes in the national assessment system are needed to better promote STEAM education.
Since 2011, after beginning of the systematic study on STEAM education, South Korea has developed a number of related programs. At this point we see that this is the time to clarify the challenges. The purpose of this study is to clarify the characteristics of their education through the review of many domestic and foreign papers in order to propose the challenges of STEAM education of Korea. The results are as follows. First, the course of integration cannot be separated by the difference in superiority but should be separated in accordance with the purpose of integration. Second, curriculum integration such as STEAM education is characterized by the emphasis on horizontal linking than vertical depth fusion. Accordingly, the content knowledge and vertical linkages are inevitably weakened. In order to overcome this problem, the key concepts and features that were emphasized in the previous curriculum need to also be emphasized in STEAM training, and the comparative study on the core concept and function of each subjects should be preceded. Third, after looking upon the current situation of our country's fusion research and talent training, the limits and the challenges that need to be overcome has been suggested. Fourth, with the basis on research results, we offered an example of the approach on STEAM education which is applicable to the current situation and proposed the challenges and implications that need to be addressed in the STEAM education of Korea in educational contexts such as curriculum, teaching and learning, and evaluation.
Ceramics have excellent properties such as hardness and thermal and chemical stability. Therefore, researchers have studied the use of 3D printing to produce complex shapes in tools and structural applications. The debinding and sintering processes for ceramic composite materials manufactured using digital light processing (DLP) 3D printing technology were studied. The slurry used for DLP 3D printing requires debinding and sintering, as it contains ceramics and binders. Therefore, the debinding and sintering processes were measured by TG-DSC curves, and the changes in material characteristics were evaluated by setting the debinding holding time (4, 5, and 6 h) and sintering temperature (1100, 1200, and 1300 °C) as parameters. After debinding for 6 h, the density of the ceramic sintered at 1300 °C was 1.36 g/cm2; the linear shrinkage was 22.1%/21.6%/28.5% along the x, y, and z axes, respectively; and the bending strength was 8.58 MPa. As a result of this study, we developed an optimized process for the debinding and sintering of ceramics manufactured through the DLP 3D printing process.
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