STEAM 프로그램에서 나타난 명시적 교수전략 탐색: 기후변화 주제 사례

Abstract

This study has a purpose of introducing exemplary explicit teaching strategies in STEAM programs. As a method of study, teacher Mr. Kim who has a variety of professional experiences as to STEAM education for twenty years has been selected, climate change as a target analysis of this study is made up of three steps of STEAM education, namely recognition of situation, creative design, and emotional experience. Through tenth chapter of climate change, data collection has been executed to observe what explicit teaching strategies can be withdrawn by utilizing OTOP(OCEPT-Teaching Observational Protocol) and NGSS(Next Generation Science Standards) that can check whether eight science educations are implemented or not. For analyzing data, tenth chapter presented is explored by using two observational and analyzing tool in order that more concrete explicit strategies can appear. To construct validity of data interpretation and its reliability, reiterative reinterpretation has been made through discussion with science education experts so as to reduce differences. The results of this study are as follows. First, in presentation of a problem stage, Mr. Kim offered data so that students can consider a peculiar task an emergency situation and put them in the climate change situation using open questions about their real experience instead of virtual one. As a part of cooperative learning, Mr. Kim made his students exchange their opinions to find a solution with practical consideration. Second, in design of originality stage, Mr. Kim stimulated students' thought so as to know and overcome cause of climate change, and asked them to team up with each other for getting over it through their outputs. Also, Mr. Kim encouraged his students to have links with a real life or present materials associated with it to retain continuous interest, and in the light of real variables Mr. Kim conceived experiment like real situation to find an actual solution, not imaginary one, In addition, Mr. Kim employed a diversity of media in order that realistic problem can be thought and spontaneous experiment can be done instead of experimental design machinery which is utilized when a virtual situation arises, and when the experiment was done Mr. Kim had a role of a collaborator so as to make their conversation smooth. Finally, in experience of emotion stage, his students had an exchange of their opinions to obtain better outcomes, thus, they could make a step forward in realistic problem-solving. Also, Mr. Kim induced them to have higher-level thinking and led them to be active participants through appropriate analogies conclusion of this study are as follows. First, the STEAM climate change program of Mr. Kim promoted motivation and interest that is the goal of STEAM education to students by using explicit teaching strategies. Second, the STEAM climate change program of Mr. Kim gave opportunities to settle the situation of realistic problems, through those opportunities, students achieved future core ability by using thought function and experimental function creatively. Third, Mr. Kim showed that the element of art in STEAM education is not only the aspect of art but also the extended element of humanities through STEAM climate change program. Finally, the STEAM climate change program of Mr. Kim reestablished philosophy and cognition through the situation-centered systematic STEAM teacher training program, and it is necessary to make a systematic teacher training program.