The effects of science education STEAM program on young children's creativity and scientific problem-solving ability

Kim, Hyoung-Jai; seo, song min; Hong, Soon-Ohk

doi:10.20437/koaece21-1-26

Cited by 2 publications

(3 citation statements)

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“…In the Republic of Korea, the direction of the education policy in 2016 is 'Education for everyone to be happy, creative talent who opens the future', and a creative convergence type of future talent education is being conducted, and STEAM has been introduced and applied as a national policy of Ministry of Education, Science and Technology in Korea [1]. Therefore, in the field of early childhood education, five areas of integrated education through the Nuri course for each age of 3 to 5 years are already being operated, and various STEAM programs for young children have been developed and applied recently in Korea [2,3,4,5].…”

Section: Introductionmentioning

confidence: 99%

The Development of STEAM Teaching Model and Program based on Smart Device for Connection of Kindergarten-elementary School

Kim¹

2021

ilkonline

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The purpose of this study is to develop the STEAM teaching model and program based on smart device for connection of kindergarten-elementary school. We reviewed literature related to STEAM education and smart devices, developed the teaching model, and verified the validity of experts. This teaching model was applied for 15 weeks to 23 children aged 5-years and 45 children aged 7-years. After modifying and supplementing the application process analysis results, the STEAM teaching model based on smart device was finally developed. On the basis of the result of pilot testing, this teaching model was modified and finalized. The purpose of developing the STEAM teaching model based on smart device for young children aged 5 and 7-years was to increase their interest in and awareness of STEAM, creativity, and convergent thinking ability. As for the operation method, STEAM classes were planned and executed, plans were revised and re-executed according to the STEAM class standards for connection of kindergarten-elementary school. The purpose of developing the STEAM teaching model based on smart device for young children aged from 5-years to 7-years was to increase their interest in and awareness of STEAM, creativity, and convergent thinking ability. The STEAM teaching model based on smart device for connection of kindergarten-elementary school is 3 times of present situation, creative design and emotional experience for content convergent, and conclusion on problem solving. The STEAM program based on smart device for connection of kindergarten-elementary school developed a total of 8 activities. In the early stages of the application of smart device-based STEAM education, the development of a smart device-based STEAM class model can provide implications for connection of kindergarten-elementary school.

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Section: Introductionmentioning

confidence: 99%

The Development of STEAM Teaching Model and Program based on Smart Device for Connection of Kindergarten-elementary School

Kim¹

2021

ilkonline

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“…이에 문학, 음 악, 극, 동작, 미술을 포함하는 예술 활동을 통하여 유아의 창의 성 증진을 목표로 하는 프로그램에 대한 효과 연구들이 활발하게 이루어지고 있다. 그 대표적인 연구로는 문학•언어활동 [17,20,40,42], 음악 [37], 동극 [15,31], 동작 [5,36], 미술 [3,8] 장의 근원이 된다고 하였다 [24]. 이러한 관점은 최근 우리나라의 만 3-5세 연령별 누리과정의 자연탐구영역의 교육적 목표인 유아 의 과학적 태도 형성 및 탐구능력 개발에서 잘 명시되어 있다.…”

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“…즉 유아는 호기심, 발견, 탐구를 바탕으로 자연현상에 대한 창의적 탐 구과정을 통하여 과학적 창의가 발현되므로 유아의 창의성 증진에 과학교육은 중요한 영역으로 대두되고 있다 [35]. 이에 유아과학교 육을 통한 유아의 창의성 증진을 꾀한 연구들 [9,19,24,26] 예술과 과학은 극과 극의 영역으로 보일 수 있으나, 예술은 과학적인 발견을 자극하고, 과학은 예술 창의성의 본질에 영향 을 주어왔다 [26]. Hong [14]은 예술적 실행과 과학적 실행, 예 술적 상상력과 과학적 상상력, 예술적 창의성과 과학적 창의성 사이에는 상당한 유사성과 공통점이 있음을 주장하며, 예술과 마찬가지로 과학에서도 상상력, 직관, 감정, 시각화의 중요성을 강조하였다.…”

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The Effects of a Convergent Arts and Science Program on Young Children’s Creativity and Scientific Inquiry

Choi¹,

Seo

2015

Fam. Environ. Res

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This study aimed to develop a convergent arts and science program for 5 year old children and to evaluate this effectiveness of the program. To meet the purpose of this study, 34 children (aged, 5 year) were divided into two groups, namely the experimental group and the control group. To the experimental group, the creative arts and science convergence program of interest in this study was delivered over a period of 8 weeks. The children of the control group were delivered the Nuri Curriculum (standardized educational curriculum targeted for 3to 5 year olds) during the same experimental period. The levels of the children's creativity were assessed using the Torrance Test of Creative Thinking -Figural and those of their scientific inquiry ability were tested by using the Scientific Inquiry Ability Assessment Scale. The analysis of covariance calculated using by IBM SPSS ver. 21.0 revealed that the experimental group scored higher in creativity and scientific inquiry than did the control group. The results indicated that the proposed convergent arts and science program was effective in promoting creativity and scientific inquiry ability of young children. In this paper, along with the main results of this study, the implications for research and practice are discussed.

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The effects of science education STEAM program on young children's creativity and scientific problem-solving ability

Cited by 2 publications

References 0 publications

The Development of STEAM Teaching Model and Program based on Smart Device for Connection of Kindergarten-elementary School

The Development of STEAM Teaching Model and Program based on Smart Device for Connection of Kindergarten-elementary School

The Effects of a Convergent Arts and Science Program on Young Children’s Creativity and Scientific Inquiry

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