미술, 과학 교과의 융합인재교육(STEAM) 프로그램이 창의성과 과학적 사고에 미치는 영향에 관한 연구

Abstract

국문요지 미술, 과학 교과의 융합인재교육(STEAM) 프로그램이 창의성과 과학적 사고에 미치는 영향에 관한 연구

-초등 3학년을 중심으로-

정보화 사회를 넘어 지식사회에 돌입한 21세기는 새로운 패러다임을 요구하고 있다. 창의성과 개성에 바탕을 둔 지식, 정보, 기술이 국가경쟁력을 좌우하는 ‘지식기반경제’의 요인으로 작용하고 있으며, 앞으로 이러한 추세가 더욱 강화되어 무형적 가치인 지적자산, 인재, 네트워크, 브랜드의 중요성이 IT, NT, BT 등의 신기술과 함께 근 미래사회의 생산, 경제, 생활을 지배하는 핵심요인으로 부상할 것이다. 미래학자들은 미래사회는 꿈의 시대가 될 것이며, 상상력과 창의성이 국가경쟁력의 핵심이 되는 시대가 될 것이라 예측하고 있다. 이는 모든 분야에서의 창의성, 상상력의 중요성을 의미하며 미래를 준비하기 위한 새로운 시각과 전략 확보를 위한 새로운 교육 시스템이 필요함을 의미한다. 특히, 우리나라의 경우 최근 국가정책의 근간인 창조경제의 중요성이 강조됨에 따라 과학기술 인력양성과 사회전반의 융․복합화에 따른 예술적 창의성을 갖춘 미래인재양성을 위한 융합인재교육(STEAM)의 중요성이 강조되고 있다. 이에 본 연구에서는 미술과 과학교과를 융합한 융합인재교육(STEAM) 프로그램을 개발하고 그 효과성을 이 아동의 창의성 및 과학적 사고 발달에 미치는 효과는 어떠한지 알아보고자 한다. 이는 결과적으로 교육의 새로운 패러다임인 융합인재교육(STEAM)을 현장 적응력이 높은 실질적인 교육프로그램으로서 가치를 높이는 데 그 목적이 있다. 다가올 미래사회가 요구하는 창의적인 인재육성을 위해서는 융합인재교육(STEAM)과 같은 학문 간의 연계 및 통합교육은 매우 중요하다. 통합교육은 단일교과목을 중심으로 교육하는 수업에 비교하여 폭넓은 시선을 갖게 되며 단일한 교과목에 집중하는 것보다 전체를 파악할 수 있는 안목을 길러 준다. 통합교육으로 다양한 교육의 내용을 접하게 됨으로써 학생들은 수업에 보다 흥미를 갖고 임하게 된다. 이러한 통합교육은 고도로 발달되어가는 사회와 학문의 발전에서 급증되는 지식을 소화해 내기에 엄청난 양의 학습이 요구되고 있는 시점에 이를 효과적인 교육방법으로 습득하게 할 수 있는 방안이 될 수 있다. 융합인재교육(STEAM)은 과학기술과 관련된 다양한 분야의 융합적 지식, 과정, 본성에 대한 흥미와 이해를 높여 창의적이고 종합적으로 문제를 해결할 수 있는 융합적 소양(STEAM Literacy)을 갖춘 인재를 양성하는 교육으로 4C(창의, 의사소통, 내용융합, 배려)를 추구한다. 지난 2009년 한국교육과정평가원은 ‘미래사회 초·중등학교 교육에서 강조되어야 할 핵심 역량’의 영역으로 창의력, 문제해결능력, 의사소통능력, 정보처리능력, 대인관계능력, 자기관리능력, 기초학습능력, 시민의식, 국제사회 문제이해, 진로개발능력 등으로 분류하였으며 그 중 창의력은 창의적 사고 기능, 창의적 사고 성향을 의미하며 앞으로 미래사회에 있어 창의력 개발의 중요성을 시사하고 있다. 융합 교육에서 창의성 교육의 매체로 용이한 미술을 비롯한 예술교과의 역할과 기능을 설정하기 위한 구체적인 방안들이 제시되어야 하는 시점이다. 본 연구에서는 개발된 융합인재교육(STEAM)프로그램 “Art Fun Play Fun”은 초등학교 3학년을 대상으로 개발되었다. 적용은 서울시 동작구에 소재한 L초등학교 3학년 4학급, K초등학교 3학년 2개 학급으로서 총 6개 학급이다. 각각 실험집단과 통제집단으로 구분하여 TTCT(Torrence Tests of creative Thinking) 도형 A, B형 검사지와 과학태도 검사지(TOSRA: Test of Science-Related Attitudes)를 사용하여 창의성 및 과학적 태도의 사전사후 검증으로 통해 프로그램 적용의 효과성을 검증하였다. 그 결과는 다음과 같이 요약할 수 있다. 본 연구에서 개발된 아동의 미술·과학 융합인재교육(STEAM)프로그램 “Art Fun Play Fun”은 제목의 추상성을 제외한 나머지 창의성 전 요소들에서 유의한 차이가 나타나 결과적으로 창의력 향상에 유의미한 결과를 나타내었다. 제목의 추상성의 경우 추상성발달이라는 부분은 10회차에 걸친 프로그램 진행으로 실험집단에 눈에 뛰게 향상되는 변화가 향상되기는 매우 힘든 영역으로 보이며 좀 더 여러 차례의 횟수와 장기간의 프로그램을 통한 실험으로 서서히 변화가 진행될 부분으로 예측되며, 이러한 이유로 효과성이 나타나지 않은 것으로 사료된다. 또한 과학에 대한 태도면에 있어서는 개발된 융합인재교육(STEAM)프로그램을 받은 집단의 학생들의 과학에 대한 태도가 유의미하게 향상되었다. 따라서 실험집단에 실시한 창의력 교육은 과학에 대한 태도에 유의한 효과가 있다는 결론을 도출하였다. 결과적으로 본 연구는 창의적인 미술활동이 융합인재교육(STEAM)과 융합할 때 창의성과 과학적 사고 증진에 효과적이라는 것으로 검증함과 동시에 보다 다양하고 현장적용도가 높은 미술기반 융합인재교육의 필요성을 강조하고 있다. 이는 나아가 학교교육의 효과성뿐만 아니라 우리나라 창조경제에 이바지할 수 있는 미래인재양성에도 크게 기여할 수 있을 것으로 기대된다. |ABSTRACT A Study on the Impact of Creative Scientific Thinking from Art and Science STEAM Education Program : focused on 3rd grade in elementary school

Jung Ah Lhee Dept. of Applied Art Education The Graduate School Hanyang University

At this moment, the world is calling for a new paradigm. In the 21st century, which has gone beyond information society and entered knowledge society, knowledge, information, and technology based on creativity and individuality are acting as factors of knowledge-based economy, which determines national competitiveness. Such a trend will become even stronger in the future so that the importance of intellectual assets, talented individuals, networks, and brand names, which are intangible value, will emerge as a key factor dominating production, economy, and life in the near future society together with new technology such as information technology (IT), nanotechnology (NT), and biotechnology (BT). Futorologists predict that future society will usher in an era of dreams, an era in which imagination and creativity will be the heart of national competitiveness. This signifies the importance of creativity and imagination in all fields and the need for a new educational system for the securement of new perspectives and strategies to prepare for the future. In such an era of creative economy, science, technology, engineering, arts, and mathematics (STEAM) convergence programs are very important for the fostering of convergent science and technology experts equipped with creativity in accordance with the training of talented individuals in science and technology and the spread of convergence throughout society. In particular, as society becomes more convergent, demands for science and technology experts equipped with creativity are increasing even more. The present study therefore seeks to examine the effect of STEAM convergence programs on the development of children’s creativity. The purpose of the present study lies in verifying the effect of STEAM convergence programs on children’s creativity, creative problem- solving skills, and scientific attitudes and applying STEAM convergence education, which is a new paradigm in education, to current education. To foster creative and talented individuals demanded by the approaching future society, STEAM convergence, or connected and integrated education among disciplines is very important. Diverse forms of such desirable STEAM convergence programs must be studied, developed, pursued, prepared, and used to provide correct educational environments for future society.

Education aimed at fostering talented individuals equipped with convergent literacy (STEAM literacy) who can solve problems in a creative and integrated manner by heightening their interest in and understanding of convergent knowledge, processes, and properties in diverse fields related to science and technology, STEAM convergence education pursues the 4Cs (creativity, communication, convergence of the contents, and consideration). In 2009, the Korea Institute for Curriculum and Evaluation (KICE) conducted a study for “enhancing future South Koreans’ core competencies” in order to present a vision for future curricula in school education in preparation for future society. According to the results, creativity, problem-solving skills, communicative skills, information processing skills, interpersonal skills, self-management skills, basic learning skills, civic consciousness, understanding of problems in international society, and career development skills were classified as the fields of “core competencies to be emphasized in primary and secondary school education in future society.” Out of these, creativity signifies creative thought functions and creative thinking tendencies and implies the importance of developing creativity in future society. With the stress on creativity and personality (character) stronger than ever before, concrete plans for establishing the role and functions of art education in convergent education must be presented now. The present study conducted research by developing the STEAM convergence program “Art Fun, Play Fun,” applying it to third-year students in primary school, and examining its effect on the development of children through creativity tests conducted both before and after the application. The objects of study were four classes in L Elementary School in Heutkseok-dong and two classes in K Elementary School in Sangdo-dong, both districts of Seoul. Co-ed classes consisting of third-year students, the total of six classes were classified into experimental group and control group. As for the testing tools, figural forms A and B of the Torrance Tests of Creative Thinking (TTCT) and the Test of Science-Related Attitudes (TOSRA) were used, and the results are as follow. The STEAM convergence program for children developed in the present study, “Art Fun, Play Fun” exhibited significant differences in elements other than the abstraction of its title. In addition, when the group subjected to the STEAM convergence program “Art Fun, Play Fun” was compared with the group not subjected to it, the creativity of students in the former group improved significantly. Consequently, the conclusion that the STEAM convergence program “Art Fun, Play Fun” implemented on the experimental group had a significant effect on creativity was derived. The STEAM convergence program of the present study had a positive effect on primary school students’ attitudes toward science and improved the participating students’ attitudes toward science. In addition, when the group subjected to the STEAM convergence program was compared with the control group, the attitudes of students in the group subjected to the STEAM convergence program improved significantly. Consequently, the conclusion that creative education implemented on the experimental group had a significant effect on the students’ attitudes toward science was derived.; ABSTRACT A Study on the Impact of Creative Scientific Thinking from Art and Science STEAM Education Program : focused on 3rd grade in elementary school

Jung Ah Lhee Dept. of Applied Art Education The Graduate School Hanyang University

At this moment, the world is calling for a new paradigm. In the 21st century, which has gone beyond information society and entered knowledge society, knowledge, information, and technology based on creativity and individuality are acting as factors of knowledge-based economy, which determines national competitiveness. Such a trend will become even stronger in the future so that the importance of intellectual assets, talented individuals, networks, and brand names, which are intangible value, will emerge as a key factor dominating production, economy, and life in the near future society together with new technology such as information technology (IT), nanotechnology (NT), and biotechnology (BT). Futorologists predict that future society will usher in an era of dreams, an era in which imagination and creativity will be the heart of national competitiveness. This signifies the importance of creativity and imagination in all fields and the need for a new educational system for the securement of new perspectives and strategies to prepare for the future. In such an era of creative economy, science, technology, engineering, arts, and mathematics (STEAM) convergence programs are very important for the fostering of convergent science and technology experts equipped with creativity in accordance with the training of talented individuals in science and technology and the spread of convergence throughout society. In particular, as society becomes more convergent, demands for science and technology experts equipped with creativity are increasing even more. The present study therefore seeks to examine the effect of STEAM convergence programs on the development of children’s creativity. The purpose of the present study lies in verifying the effect of STEAM convergence programs on children’s creativity, creative problem- solving skills, and scientific attitudes and applying STEAM convergence education, which is a new paradigm in education, to current education. To foster creative and talented individuals demanded by the approaching future society, STEAM convergence, or connected and integrated education among disciplines is very important. Diverse forms of such desirable STEAM convergence programs must be studied, developed, pursued, prepared, and used to provide correct educational environments for future society.

Education aimed at fostering talented individuals equipped with convergent literacy (STEAM literacy) who can solve problems in a creative and integrated manner by heightening their interest in and understanding of convergent knowledge, processes, and properties in diverse fields related to science and technology, STEAM convergence education pursues the 4Cs (creativity, communication, convergence of the contents, and consideration). In 2009, the Korea Institute for Curriculum and Evaluation (KICE) conducted a study for “enhancing future South Koreans’ core competencies” in order to present a vision for future curricula in school education in preparation for future society. According to the results, creativity, problem-solving skills, communicative skills, information processing skills, interpersonal skills, self-management skills, basic learning skills, civic consciousness, understanding of problems in international society, and career development skills were classified as the fields of “core competencies to be emphasized in primary and secondary school education in future society.” Out of these, creativity signifies creative thought functions and creative thinking tendencies and implies the importance of developing creativity in future society. With the stress on creativity and personality (character) stronger than ever before, concrete plans for establishing the role and functions of art education in convergent education must be presented now. The present study conducted research by developing the STEAM convergence program “Art Fun, Play Fun,” applying it to third-year students in primary school, and examining its effect on the development of children through creativity tests conducted both before and after the application. The objects of study were four classes in L Elementary School in Heutkseok-dong and two classes in K Elementary School in Sangdo-dong, both districts of Seoul. Co-ed classes consisting of third-year students, the total of six classes were classified into experimental group and control group. As for the testing tools, figural forms A and B of the Torrance Tests of Creative Thinking (TTCT) and the Test of Science-Related Attitudes (TOSRA) were used, and the results are as follow. The STEAM convergence program for children developed in the present study, “Art Fun, Play Fun” exhibited significant differences in elements other than the abstraction of its title. In addition, when the group subjected to the STEAM convergence program “Art Fun, Play Fun” was compared with the group not subjected to it, the creativity of students in the former group improved significantly. Consequently, the conclusion that the STEAM convergence program “Art Fun, Play Fun” implemented on the experimental group had a significant effect on creativity was derived. The STEAM convergence program of the present study had a positive effect on primary school students’ attitudes toward science and improved the participating students’ attitudes toward science. In addition, when the group subjected to the STEAM convergence program was compared with the control group, the attitudes of students in the group subjected to the STEAM convergence program improved significantly. Consequently, the conclusion that creative education implemented on the experimental group had a significant effect on the students’ attitudes toward science was derived.