Development and Application of a Subject Substitute STEAM Lesson in Elementary School Science Education

Abstract

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.

The Effects of Smart Media Based STEAM Program of 'Chicken Life Cycle' on Academic Achievement, Scientific Process Skills and Affective Domain of Elementary School Students

“…호주는 이미 1990년대 중반, 미디어교육을 유치원 수준부터 12세까지 의무화하였으며, 캐나다 및 미 국에서도 공식적으로 미디어 교육을 지향하고 있 다 (Kubey, 1998 (Chun et al, 2013 (Kang et al, 2012 (Lee, 2013). 또한 Lee(2012) (Han, 2009;Kim et al, 2011;Park & Shin, 2012 (Kang & Row, 2014;Chae et al, 2014 (Lee & Shin, 2015). Bae et al(2013)…”

Examining the Impact of STEAM Education Reform on Teachers’ Perceptions about STEAM in Uzbekistan

“…STEAM education has been set as a method of education reform, but there has not been enough discussion on what it is and specifically how to do it. In countries where STEAM education is practiced to some extent, researchers and educators have established it through a great deal of research and trial and error (Chae, Moon, & Kim 2014). In Uzbekistan, however, few people are familiar with STEAM education in schools or universities.…”