융합인재 양성을 위한 STEAM기반 미술교육프로그램 개발과 효과성에 관한 연구

Abstract

오늘날 세계는 지식 기반 경쟁 시대로, 현대인들은 점점 더 다양하고 복잡해지는 문제 상황에 직면하게 되었다. 결국 오늘날에는 지식, 기술, 학문 등 여러 분야의 지식을 활용하는 능력을 가진 통합적인 사고력과 창의성을 갖춘 융합 인재상이 요구되고 있다. 융합은 예술과 기술, 공학 뿐 아니라 인문학, 사회과학, 자연과학 등 모든 학문 분야와의 통합과 확장을 실천하려는 움직임으로 교육에서도 마찬가지로 학생들의 전인적 교육과 함께 융합교육의 방향으로 전개되고 있다. 미술교육 역시 현대사회의 흐름과 변화에 따라 창의적이고 종합적으로 문제를 해결하는 능력을 배양할 수 있는 융합인재 양성 중심의 미술교육이 필요하다. 최근 융합교육의 대표적인 STEAM의 경우 ‘A(Arts)’를 부각시켜 과학, 수학, 공학, 신기술과 신소재 등의 과학기술과 예술성을 융합하는 분야로 그 교육적 가치를 인정받고 선도적인 역할을 하고 있다. 또한 선행 연구자료 분석을 토대로 현대 미술사의 특징인 오브제를 살펴보면 다양한 매체를 특성으로 새로운 표현 가능성을 열어 교육적 효과를 제공할 수 있는 가치가 있으므로 연구 및 개발이 진행되고 있다. 따라서 이 연구의 목적은 융합인재의 역량을 효과적으로 키울 수 있도록 오브제 제작을 중심으로 STEAM기반 미술교육프로그램을 연구, 개발하여 교육현장에 적용 후 그 교육적 효과를 검증하는 데 있다. 연구의 방법과 범위는 다음과 같다. 첫째, 융합인재 양성을 위한 교육 프로그램 개발에 대한 연구목적과 필요성, 그리고 연구방법 등을 제시하였다. 둘째, 융합의 의미와 등장배경, 융합의 특성과 효과를 살펴봄으로써 융합교육에 대한 당위성을 연구하였다. 셋째, 연구의 기초가 되는 주요 통합 교육과 융합교육에 대해 이론적 고찰을 하였다. 넷째, 현대미술교육의 동향과 융합인재 양성 중심의 미술교육으로 통합미술교육과 융합교육 STEAM에서의 미술에 대해 고찰하였다. 그리고 국내의 미술교육과정 변천을 통해 융합교육의 기본 바탕이 되는 현재 우리나라의 통합미술교육을 분석하였고, 국내·외별로 실시되고 있는 STEAM 교육 프로그램에 대한 사례를 연구하였다. 다섯째, 오브제의 개념과 오브제의 미술 교육적 기능, 조형예술사에서 나타난 오브제의 전개 양상과 의미 확장에 대해 살펴보고 앞의 내용을 토대로 향후 오브제 전개 양상에 대해 제시하였다. 여섯째, STEAM기반 오브제 미술프로그램 개발은 융합인재 교육활동 준거틀을 토대로 적용하여 설계하였다. 사범대학생을 대상으로 STEAM기반 입체오브제 미술프로그램을 적용한 실험집단과 일반적인 교수법에 의한 통제 집단을 구분하여 14주 차시 동안 실험 처치하였다. 그 교육적 효과 검증을 위한 검사도구로 분석적 루브릭을 통한 평가척도를 개발하여 이를 근거로 포트폴리오 증거 자료를 평가하고, 설문지 조사를 통해 그 교육적 성과를 융합인재 역량과 작품결과, 만족도 중심으로 비교·분석하였다. 마지막으로 연구 결과는 다음과 같다. 첫째, 오늘날 세계는 글로벌 무한 경쟁 시대가 되었다. 지식기반 사회가 요구하는 인재의 육성을 위해 우리 교육은 학습자들이 정보를 비판적으로 선택, 구성, 변형하여 융합시킬 수 있는 능력이 필요하다. 또한 상대방과 소통하고 화합할 수 있는 융합적인 사고력을 배양시켜 주어야 한다. 이를 바탕으로 창의적이고 종합적으로 문제를 해결할 수 있는 소양을 갖춘 융합형 인재가 현대사회의 요구에 부합되는 글로벌 리더로서의 적합한 인재상이다. 둘째, 지식의 양적 팽창에 대비하고 개인이 부딪치는 일상생활의 문제나 사회가 당면하는 문제를 해결하는 능력을 길러주기 위해서는 융합 교육이 필요하다. 셋째, 사회적 요구에 부응하는 융합적 지식을 갖추기 위한 실천적 과정으로 최근의 STEAM을 중심으로 한 융합미술교육이 실행되어야 한다. 넷째, 해외 선진국들의 사례에서 알 수 있는 것처럼 발전된 융합교육으로 나아가려면 국가 차원의 교육 과정에서 검토하고 준비되어 꾸준히 수행하는 제도적 노력이 필요하다. 결론적으로, 학습자를 중심으로 흥미와 관심도를 고려하고 창의적 설계를 근거로 STEAM기반 오브제 미술 교육프로그램을 개발·적용하였다. 서울 소재 사범대 미술전공 40명을 대상으로 14주간 실험처치를 실시한 결과 STEAM기반 오브제 미술 교육프로그램을 실시한 실헙집단의 학습자가 일반적인 미술교수방법을 적용한 통제집단의 학습자보다 항목별 다 유의하지는 않지만 역량과 작품결과를 합친 전체점수와 전체 만족도 점수가 유의미하게 나타났다. 예비교사인 사범대학생들을 대상으로 수업하였기 때문에 향후 실제 학교에서 지도할 수 있는 능력을 키우는 발판이 되었으며 향후 후속 연구를 통해 연구에서 개발된 융합 미술교육의 오브제 프로그램이 지속적이고 효과적으로 활용함으로서 학습자에게 좀 더 다양하고 수준 높은 교육 프로그램이 제공이 된다면 학습효과의 극대화를 통해 학습자의 역량강화를 기대 할 수 있을 것이다. | Today the world has entered the era of knowledge-based competition with modern people facing more and more various and complex problematic situations. There is thus a need for convergent human resources armed with the ability to make use of knowledge across a wide range of fields including knowledge, technology, and science and also integrated thinking and creativity. Convergence is a movement to achieve integration and expansion across all fields of science including humanities, social science, and natural science as well as art, technology, and engineering. The field of education is also moving toward whole person education and convergence education for students. Following the flows and changes of modern society, art education should also focus on the cultivation of convergent human resources to developthe ability to solve problems in a creative and synthetic manner. One of the recent representative trends in convergence education, STEAM highlights "A(Arts)," is recognized for its educational values as a field to converge artistry with science and technology such as science, math, engineering, and new technologies and materials, and takes a pioneering role. Based on the analysis results of previous studies, it is apparent that objets, one of the characteristics in the history of contemporary art, have the value of generating educational effects by opening upnew expressive possibilities with various media, which explains research and development efforts for objets. This study thus set out to investigate and developa STEAM-based art education program with a focus on objet making, apply it to the field of education, and test its educational effects in order to increase the capabilities of convergent human resources effectively. The research methods and scopes were as follows: First, the study covered its objectives, need and methodologies regarding the development of an educational program to cultivate convergent human resources. Second, the study examined the meanings, backgrounds, characteristics, and effects of convergence, thus investigating the legitimacy of convergence education. Third, the study theoretically considered inclusive education and convergence education, which was the research foundation. Fourth, the study examined art in integrated art education and convergent STEAM education as art education focused on the cultivation of convergent human resources as well as the trends in contemporary art education. The investigator also analyzed the current integrated art education of South Korea, which was the basis for convergence education, through the changes of the national art curriculums and examined the cases of STEAM educational programs implemented home and abroad. Fifth, the study looked into the concepts and art educational functions of objets and further their development patterns and meaning expansion in the history of formative art. Based on the results, the study proposed the future development patterns of objets. Sixth, a STEAM-based object art program was designed based on the reference framework of educational activities for convergent human resources. With the subjects from the college of education, the investigator administered the 14-week experimental treatment to the experiment group, to which the STEAM-based solid objet art program was applied, and the control group, which followed the common teaching method. The investigator developed an evaluation scale with analytic rubric as an instrument to test its educational effects, assessed the portfolio evidence data with it, and compared and analyzed its educational results according to the capabilities, work results, and satisfaction of convergent human resources with a survey. Finally, the research findings were as follows: First, today's world has entered the era of infinite global competition. Education should helplearners developthe ability to critically select, construct, transform, and converge information in order to cultivate human resources required from knowledge-based society. It is also required to helpthem cultivate convergent thinking to communicate and harmonize with others. Convergent human resources capable of solving issues in a creative and synthetic manner based on them represent the proper image of human resources as global leaders fit for the needs of modern society. Second, convergence education is in need to developthe abilities to prepare for the quantitative expansion of knowledge and resolve the daily life issues of individuals and the problems of society. Third, convergent art education around recent STEAM should be provided as a process of practice to developconvergent knowledge that meets the needs of society. Fourth, the cases of developed nations overseas point to an institutional need to review, prepare and continue to implement at the national curriculum level for advanced convergence education. In short, the study developed and applied a STEAM-based objet art education program based on creative design by taking learner-centric interest and concern into account. The 14-week experimental treatment involved 40 art majors at a college of education in Seoul. As a result, the experiment group, which participated in the program, scored higher points across the items than the control group, which followed the common teaching methods for art with significantly higher points in total scores combining capabilities and work results and overall satisfaction. Since the program was administered to the students of college of education, who were pre-service teachers, it would present a foundation for them to developthe abilities to teach in school. If follow-upstudy offers learners more diverse higher-level educational programs by making constant and effective use of the objet program for convergent art education developed in the present study, they will contribute to the reinforced capabilities of learners through the maximization of learning effects.; Today the world has entered the era of knowledge-based competition with modern people facing more and more various and complex problematic situations. There is thus a need for convergent human resources armed with the ability to make use of knowledge across a wide range of fields including knowledge, technology, and science and also integrated thinking and creativity. Convergence is a movement to achieve integration and expansion across all fields of science including humanities, social science, and natural science as well as art, technology, and engineering. The field of education is also moving toward whole person education and convergence education for students. Following the flows and changes of modern society, art education should also focus on the cultivation of convergent human resources to developthe ability to solve problems in a creative and synthetic manner. One of the recent representative trends in convergence education, STEAM highlights "A(Arts)," is recognized for its educational values as a field to converge artistry with science and technology such as science, math, engineering, and new technologies and materials, and takes a pioneering role. Based on the analysis results of previous studies, it is apparent that objets, one of the characteristics in the history of contemporary art, have the value of generating educational effects by opening upnew expressive possibilities with various media, which explains research and development efforts for objets. This study thus set out to investigate and developa STEAM-based art education program with a focus on objet making, apply it to the field of education, and test its educational effects in order to increase the capabilities of convergent human resources effectively. The research methods and scopes were as follows: First, the study covered its objectives, need and methodologies regarding the development of an educational program to cultivate convergent human resources. Second, the study examined the meanings, backgrounds, characteristics, and effects of convergence, thus investigating the legitimacy of convergence education. Third, the study theoretically considered inclusive education and convergence education, which was the research foundation. Fourth, the study examined art in integrated art education and convergent STEAM education as art education focused on the cultivation of convergent human resources as well as the trends in contemporary art education. The investigator also analyzed the current integrated art education of South Korea, which was the basis for convergence education, through the changes of the national art curriculums and examined the cases of STEAM educational programs implemented home and abroad. Fifth, the study looked into the concepts and art educational functions of objets and further their development patterns and meaning expansion in the history of formative art. Based on the results, the study proposed the future development patterns of objets. Sixth, a STEAM-based object art program was designed based on the reference framework of educational activities for convergent human resources. With the subjects from the college of education, the investigator administered the 14-week experimental treatment to the experiment group, to which the STEAM-based solid objet art program was applied, and the control group, which followed the common teaching method. The investigator developed an evaluation scale with analytic rubric as an instrument to test its educational effects, assessed the portfolio evidence data with it, and compared and analyzed its educational results according to the capabilities, work results, and satisfaction of convergent human resources with a survey. Finally, the research findings were as follows: First, today's world has entered the era of infinite global competition. Education should helplearners developthe ability to critically select, construct, transform, and converge information in order to cultivate human resources required from knowledge-based society. It is also required to helpthem cultivate convergent thinking to communicate and harmonize with others. Convergent human resources capable of solving issues in a creative and synthetic manner based on them represent the proper image of human resources as global leaders fit for the needs of modern society. Second, convergence education is in need to developthe abilities to prepare for the quantitative expansion of knowledge and resolve the daily life issues of individuals and the problems of society. Third, convergent art education around recent STEAM should be provided as a process of practice to developconvergent knowledge that meets the needs of society. Fourth, the cases of developed nations overseas point to an institutional need to review, prepare and continue to implement at the national curriculum level for advanced convergence education. In short, the study developed and applied a STEAM-based objet art education program based on creative design by taking learner-centric interest and concern into account. The 14-week experimental treatment involved 40 art majors at a college of education in Seoul. As a result, the experiment group, which participated in the program, scored higher points across the items than the control group, which followed the common teaching methods for art with significantly higher points in total scores combining capabilities and work results and overall satisfaction. Since the program was administered to the students of college of education, who were pre-service teachers, it would present a foundation for them to developthe abilities to teach in school. If follow-upstudy offers learners more diverse higher-level educational programs by making constant and effective use of the objet program for convergent art education developed in the present study, they will contribute to the reinforced capabilities of learners through the maximization of learning effects.