An Analysis of Elementary School Teachers' Difficulties in the STEAM Class

Abstract

The purpose of this study is to provide basic data for improving the STEAM class by examining elementary school teachers' difficulties in the STEAM class and discussing solutions. For this research, 25 elementary school teachers in Seoul City and Gyeonggi-do were asked to write their difficulties in the STEAM class in the open-ended questionnaires. After classification of the collected data, an in-depth interview was conducted with one in-service elementary school teacher who is richly experienced in STEAM education to find solutions for each type of difficulties. The study result showed that most of elementary school teachers had difficulties in the STEAM class, due to selection of integrated subjects, production of teaching devices and materials, guidance of group activities, reorganization of the curriculum, assessment and uncooperative co-teachers. One teacher that participated in the interview to discuss solutions for teachers' difficulties was solving the problems in various ways. She said that many of her solutions came from her experience and also, knowledge obtained through a participation in the STEAM training or opportunities to share information with other teachers who belong to the STEAM research institution, was highly helpful.

A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea

“…More detailed challenges were revealed in another study. J.-M. Lee and Shin (2014) interviewed 25 elementary teachers about their perceived challenges in teaching STEAM lessons. The common difficulties cited included curriculum reorganization and constructing STEAM lesson materials, guiding students' group activities, conducting proper student assessment, and a conservative school climate.…”

Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea

“…But there has not been a great deal of research into teachers' competencies for integrated STEM education. Even though some relevant studies have shown the key factors (Bauer, 1999;Cho et al, 2015;Darling-Hammond, 2015;Davidovitch and Milgram, 2006;Honey et al, 2014;Lang and Olson, 2000;Naumescu, 2008), considerations (Han and Lee, 2012;Henriksen, 2011;Lee and Shin, 2014;Lee, 2013;Park, 2012;Rivkin et al, 2005;Stohlmann et al, 2012) for successfully teaching integrated STEM and evaluation indicators of teaching competency (Kim, 2015), they are not sufficient to define the proper competencies or characteristics of teachers for integrated STEM teaching. The aim of this study is to explore what key competencies and characteristics are needed for integrated STEM teaching and to investigate teachers' perceptions of how important those competencies are and how often they are executed.…”

An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective

“…To cope with these situations, STEAM education was designed to raise students' interest in and understanding of science and its application by focusing on linking science with other disciplines, including the arts, and solving problems on a daily basis In spite of the increase in STEAM education efforts, many researchers reported teachers' difficulties with STEAM education. Teachers suffer from the insufficient time for and a lack of educational materials for implementing STEAM education in schools (Geum & Bae, 2012;Lee et al, 2012Lee & Shin, 2014;Shin & Han, 2011), and feel that there are not enough in-service training programs for teachers, which causes a lack of confidence in STEAM teaching (Lee, 2014;Shin, 2013). STEAM education usually requires collaboration with teachers from other disciplines, and teachers had difficulty in communicating with teachers of other subjects due to the different cultures and natures of the disciplines Noh & Paik, 2014).…”