STEAM 프로그램에 반영된 컴퓨팅 사고 (Computational Thinking) 실천의 탐색과 발전 방향 연구

Abstract

The purpose of this study is to develop a Computational Thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Thus, this study is first to develop a CT practice analysis tool and then, using it, to explore the degree of CT practice reflected in an exemplary STEAM class. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of CT definition related data have been considered. One is the definition of CT proposed by National Science Teachers Association(NSTA) and Computer Science Teachers Association(CSTA) who assert that 6 practices must be required for the successful implementation of CT. Another is the definition suggested by a group of scientists and science teachers who analyzed the CT case studies applied in a real classroom environment. The other is the detailed CT guidelines proposed by US Next Generation Science Standard (NGSS). With analyzing and incorporating these data, the proposed CT practice analysis tool has been developed. Once developed, a three-step procedure has been implemented to verify its validity and reliability. As a first step, science teachers with expertise in CT and the author have continuously discussed the proposed analysis tool. Through the second step, the definitions and the meanings of the proposed analysis tool have been explained with specific examples to the teachers who teach STEAM program in their schools. In the final step, a survey targeting a CT expert group, who is consisted of STEAM teachers, has been conducted. Through these steps, the validity of the proposed analysis tool has been confirmed and the proposed CT practice analysis tool has been finalized. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in an exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. While analyzing the degree of reflected CT practice, continuos discussion with CT experts has been maintained to verify the validity and appropriateness of the analysis results. As main research results, the proposed CT practice analysis tool has been developed through studying three different versions of CT practice analysis tools that have been considered for this study. The validity of the proposed CT practice analysis tool has been secured with the three-step validation procedure, involving continuos discussion with CT experts, a survey targeting a CT expert group, and detail explanation with specific examples. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool. First, connecting open problems with computing. Second, using tools or computers to develop computing artifact, Third, abstraction process. Fourth, analyzing and evaluating computing process and artifact. Fifth, communicating and cooperating. In this study, specific examples for each component have been utilized to facilitate the understanding of CT. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second “implementation" part of this study, the proposed CT practice analysis tool has been applied for a STEAM program with two topics of "climate change" and "water shortage" to determine which components of CT have been reflected well or not reflected. In the climate change STEAM program, it was found that connecting open problems with computing, communicating and cooperating, and abstraction process have been reflected well, but analyzing and evaluating computing process and artifact and develop computing artifact process have been reflected relatively small. On the other hand, in the water shortage STEAM program, it was found that using tools or computers to develop computing artifact, and communicating and cooperating have been well reflected, but analyzing and evaluating computing process and artifact and abstraction process have not been reflected well. Based on these results, the following conclusions and suggestions have been drawn. Firstly, a CT practice analysis tool that can determine the type and the degree of CT practice reflected in STEAM programs has been developed. Analyzing the STEAM programs with the developed CT practice analysis tool showed that the developed CT practice analysis tool is effective in analyzing the reflection degree of each CT component. Secondly, with the proposed CT practice analysis tool, it is possible to identify some of CT components that show a limited usage. Based on the analysis results, it would be possible to apply well-reflected CT practices in a certain STEAM program for another STEAM program and also, to find a way of supplementing some of CT practices that are not reflected well. By implementing these, it would be possible to vitalize STEAM education. Thirdly, CT is the primary requisite to vitalize STEAM education, specifically to reinforce technology and engineering education. Fourthly, to actively reflect CT practices in STEAM programs, professional CT training programs for teachers must be designed and implemented and also, well-designed and written CT handbooks must be developed more. If so, teachers who learn the CT concepts for the first time would be able to have a good command of Pedagogical Content Knowledge (PCK) by studying other exemplary teachers' cases and thereby, STEAM program vitalization led by implementing CT practices would be quite more accomplished.