아두이노를 활용한 ECO-STEAM 프로그램의 효과성 탐색

Abstract

This study was designed to examine the effects of the ECO-STEAM program using Arduino on the preservice biology teachers’ the responsible environmental behavior. The Eco-STEAM program using Arduino, based on the framework of STEAM education, consists of four stages: (a) presentation of context; (b) creative design; (c) sensitive experience; (d) evaluation and meeting new challenges. First, at presentation of context level, the activities regarding fine dust which is a serious environmental problem and needs to be resolved were conducted. Second, at creative design level, the activities including the atmosphere condition analysis and the efforts to resolve fine dust problems by not only South Korea but also the nations all around the world. Third, at sensitive experience level the eco-city that had been planned individually was designed and produced creatively and the designing of a fine dust meter using Arduino and measuring were done. Lastly, at evaluation and meeting new challenges level the eco-city posters made individually by the teams were presented and the self examination and evaluation was conducted creating the flow chart of these activities. As a result of the research, after the execution of the Eco-STEAM program using Arduino the preservice biology teacher showed an improvement that was statistically significant in the functional category of environmental problems(p<.05), whereas they failed to do so in the value and control category of environmental problems(p>.05). In addition, in the behavioral category they showed aspects such as developing awareness and interests in environmental problems which lead to ‘showing new forms of interests’ or ‘showing new forms of practice’ or just ‘showing general forms of practice’ without specific behavioral change. Therefore, the execution of Eco-STEAM program using Arduino can expect the students’ changes in perception of environmental problems, motivation for them to participate in learning, opportunities for experiences that can develop new values, improvements on the students’ intellectual capacity by various associative learning with various academic disciplines on environmental problems, and improvements on the possibilities of applications of the acquired knowledge in real life situations.