The Effects of STEAM-Based Integrated Subject Study on Elementary School Students' Creative Personality

Abstract

The purpose of this study is to improve creative personality of elementary school students with integrated subject study program based STEAM education. On this study, I analyzed integrated subject study and STEAM, developed contents using educational robot applied integrated subject study program model. And analyzed result after applied to elementary school students. After dividing two groups-experimental group, comparison group-for this study, tested t-test. Finally I got a meaningful result statistically. There was an postive effect to improving elementary school students' creative personality by appling STEAM-based integrated subject study program.

Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

“…Similarly, Morrison (2006) called STEM as an interdisciplinary approach as it established connections between similar disciplines. On the other hand, STEM education allowed students to learn actively, ensured creative thinking (Kim, Gook Ko, Han and Hong, 2014;Kwon, Nam & Lee, 2012) contributed to the development of problem solving skills (Abdullah, Halim & Zakaria, 2014;Cotabish, Dailey, Robinson & Hunghes, 2013;Kim & Choi, 2012;Kwon, Nam & Lee, 2012;Park, Nam, Moore & Roehring, 2011) and allowed learning with group (Ellis & Fouts, 2001;Morrison, 2006).…”

Sınıf Öğretmeni Adaylarının STEM Eğitimine Yönelik Görüşleri: Uygulamalı Bir Çalışma

“…STEM eğitiminin çocukların yetenek ve becerilerini geliştirdiğine dair literatürde benzer çalışmalar bulunmakta olup, çalışmamızda elde ettiğimiz sonuçlar literatürü destekler niteliktedir. (Cotabish, Dailey, Robinson, & Hunghes, 2013;Kim & Choi, 2012;Kwon, Nam, & Lee, 2012;Park, Nam, Moore, & Roehring, 2011;Riskowski, Todd, Wee, Dark, & Harbor, 2009;Sahin, Ayar, & Adıgüzel, 2014;Yıldırım, 2016a).…”

Teachers’ Perceptions and Practices of STEAM Education in South Korea

“…In particular, we know little about how teachers, as a key agent of policy implementation, value and practice STEAM education. In fact, most prior research on STEAM education in Korea (e.g., Kwon, Nam, & Lee, 2012;Lee & Park, 2010;Son, Jung, Kwon, Kim, & Kim, 2012;Yoon, Park, & Myeong, 2006) and elsewhere (Owen, 2000;Raines, 2012;Sahin, 2013;Silvera & Rushtonb, 2008) has focused on how STEAM education promotes students' interest in STEM majors and careers. In short, despite the high interest in STEAM education by the government and within the scientific community, scholarship on roles of teachers in STEAM education has not yet been well established (Scott, 2012;Shin & Han, 2011).…”