Secondary Teachers' Perceptions and Needs Analysis on Integrative STEM Education

이효녕,; 손동일,; 권혁수,; 박경숙,; 한인기,; 정현일,; 이성수,; 오희진,; 남정철,; 오영재,; 방성혜,; 서보현,

doi:10.14697/jkase.2012.32.1.030

Cited by 10 publications

(5 citation statements)

References 5 publications

(2 reference statements)

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“…In addition, this end result supports the results obtained during the interviews with pre-service teachers. Similar results were obtained in the studies in which the effects of STEM applications on teacher opinions were examined (Lee, Park & Kim, 2013;Lee et al, 2012;Thomas, 2014;Wang, 2012).…”

Section: Discussionsupporting

confidence: 80%

“…(Cotabish, Robinson, Dailey & Hughes, 2013;Yamak, Bulut & Dündar, 2014). Similary, there are also studies in which the opinions of teachers and pre-service teachers on STEM education were presented (Gülgün, Yılmaz & Çağlar, 2017;Lee, Park & Kim, 2013;Lee et. al., 2012;Thomas, 2014;Wang, 2012).…”

Section: Bekir Yıldırım Mus Alparslan University Turkey Sabri Sideklmentioning

confidence: 79%

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Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

Yıldırım

Sidekli

2018

JBSE

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The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.

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Section: Discussionsupporting

confidence: 80%

Section: Bekir Yıldırım Mus Alparslan University Turkey Sabri Sideklmentioning

confidence: 79%

Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

Yıldırım

Sidekli

2018

JBSE

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“…Regarding the differences in the type of integration, the fourth curriculum integrated textbooks, while in the fifth and sixth curricula subjects were the center of integration. Such an integration was summation integration, where several subjects or textbooks were integrated simultaneously [21][22][23]. Efforts to foster an interdisciplinary and transdisciplinary integration continued with the seventh curriculum [22,24].…”

Section: History Of Multidisciplinary Education In Koreamentioning

confidence: 99%

Developing Students’ Attitudes toward Convergence and Creative Problem Solving through Multidisciplinary Education in Korea

Kim

Lee

2022

Sustainability

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Given the rapid speed at which digital transformation has progressed, social or scientific problems that are difficult to solve using knowledge gained from the existing segmented academic paradigm have emerged. To solve these problems, the need for talent convergence has increased, and Korea has begun to provide convergence education, starting with science, technology, engineering, art, and mathematics (STEAM) education. Convergence education is defined as “education to cultivate knowledge that can solve problems creatively and comprehensively by raising interest and understanding of convergence knowledge, processes, and the nature of various fields related to science and technology”. However, STEAM education faces several difficulties. To overcome these limitations, science, mathematics, and informatics convergence education (SMICE) has been studied, but verifying the effectiveness of SMICE has been difficult. Consequently, this study analyzes the effects of SMICE on middle-school students’ attitudes toward convergence (ATC) and creative problem-solving (CPS) abilities. The subjects of the study were 50 middle-school students who received SMICE and general software (SW) education, and students’ subsequent changes in attitude are analyzed. The results show that students who received SMICE improved their ATC and CPS abilities. In particular, participants’ ATC and CPS scores were higher than those of students who received general SW education. Through this, a multidisciplinary education model is developed focusing on science, mathematics, and informatics, and proves the educational effect of the developed model when applied to classes.

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“…But the most important variable for achieving STEAM educational purposes is the teachers themselves. Teachers are the critical and pivotal engine for the students' educational achievement, and the teacher's knowledge system is an important key to the effectiveness of education (Lee et al, 2012). How STEAM education should be applied successfully in the classroom cannot be stated without teachers' explicit teaching strategies resulting from their beliefs.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change

Park

Park²

2020

Asia-Pac. Sci. Educ.

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The study introduces exemplary explicit teaching strategies as enacted by a middle school STEAM teacher. Through a 10-lesson climate change STEAM program, data were collected to explore explicit teaching strategies using O-TOP (Oregon Collaborative for Excellence in the Preparation [OCEPT] Teaching Observation Protocol) and NGSS 8 Practices (Next Generation Science Standards). Data from teacher interviews and class observations were also used to identify and describe how this STEAM teacher offered students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. We argue STEAM programs should be presented with more realistic issues arising from the community students belong to and that explicit teaching strategies should give students the opportunity to achieve core competencies and scientific literacy. Our study offers implications about the need for systemic teacher training and professional development for STEAM education.

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Secondary Teachers' Perceptions and Needs Analysis on Integrative STEM Education

Cited by 10 publications

References 5 publications

Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

Stem Applications in Mathematics Education: The Effect of Stem Applications on Different Dependent Variables

Developing Students’ Attitudes toward Convergence and Creative Problem Solving through Multidisciplinary Education in Korea

Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change

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