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STEAM FAQ

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FOCUS 6 STEAM Resources

1 STEAM FAQ

We have gathered some of the frequently asked questions from teachers who personally developed and conducted STEAM lessons in their schools. Here are the Top 10 questions about STEAM!

Q There are difficulties in operating a class according to the standards of STEAM within a fixed time frame. In the case of primary schools, it is not easy to perform a STEAM class within 40 minutes. How can we effectively execute a STEAM class within this 40-minute period?

A It may be difficult to implement a class reflecting all of the STEAM components of Context Presentation, Creative Design, and Emotional Touch for a single theme within the limited time frame of 40 minutes. In this case, it is recommended to conduct a STEAM class by dividing it into two to four lessons, and it may also be efficient to guarantee the continuity of activities by using methods such as implementing block times. The case is similar for secondary schools. There are also many STEAM programs that can be conducted within a single lesson according to the theme. Thus, efforts must be taken to reorganize and apply a program to suit the situation of a pertinent school and the level of its students.

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Q Each subject has its own goals, content elements, achievement standards, and achievement levels. However, STEAM has no determined specific goals or elements, and a too-open-ended scope, so a STEAM class sometimes becomes a simple program for experiencing science. Thus, it is thought that an integrative aspect related to the achievement goals and achievement level is needed rather than an integration of content elements. How can we realize this?

A STEAM recommends that a problematic situation be presented in the real world, focusing on scientific technology, for students to plan the achievement goals and achievement level of related subjects to be reflected as much as possible. To achieve this purpose, you must compress and present contents on the subject knowledge that students need to learn, present a context to solve a problem in relation to the real world, and compose a class for students to display their creativity while looking for a solution.

Q What is the difference between a conventional project class and a STEAM class? I cannot feel a great different when I compare the two in the aspects of self-directed learning, the establishment of plans, solution of problems, mutual cooperation, and a sense of accomplishment emerging as a result of learning.

A They are similar in the aspect of nurturing abilities to solve problems. However, there is a clear difference in that a STEAM class must satisfy the standards of STEAM previously mentioned (to include scientific content, to include two or more elements, and to reflect the learning standards framework). Through this process, the students can grow in their abilities to solve problems in the real world with naturally integrated knowledge from various fields of study.

Q When it is hard to simultaneously connect subjects while operating a STEAM class, how can we settle this issue?

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A When a connection between subjects cannot be made at the same time, you must reorganize the curriculum by changing the order of the units. Therefore, it is essential to reorganize the integrated curriculum before the semester starts to establish a connection between subjects. However, if you have already missed the time to reorganize the curriculum, you may still modify the yearly instruction plans with all teachers in related subjects or conduct the STEAM class in the next semester. Or, you may use the weekends at the end of the semester as a week for STEAM connection between subjects, or plan for all teachers to conduct a STEAM class for one week after the second round of written examinations. Here, the teachers must let students perform the activities that are proper for the theme of each subject. They must also adjust the timetable, purchase required articles, and produce the materials needed for the class in programs that especially require ordering.

Q Students find Creative Design to be the most difficult part. When I show an example to the students, they have a tendency to just follow my lead. How can we instruct the students to be able to perform Creative Design projects by only presenting a context or a mission?

A One way is not to show an example but to present a context connected to their lives for them to lead their own designs into various results. Furthermore, you can also give students constant feedback in the process of Creative Design, highlight and encourage the positive aspects in the case of a failed design, and instruct them to make new attempts to find a way to supplement their designs.

Q Must the item of ‘ability to use tools’ be included in the step of Creative Design in STEAM? In addition, must a result be made by using a tool?

A The key to Creative Design is to let students reflect their own ideas in the class and its activities. Through this, you can increase their tendency to think

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in creative ways in order to help them experience and solve a problem on their own. It is not easy to solve a problem given in the real world with only theoretical knowledge. While students design a process to solve the problem in a creative way, a natural integration of various studies is induced, with a variety of results emerging from this process. Here, the results can be seen in a variety of forms, such as manufactured articles, prototypes, movements, videos, writings, music, research and activity reports, research reports, and role playing.

They may even be something other than a work or piece, and ideas through brainstorming can be taken as a great result in the Creative Design step.

Q Creative Design is one of the important elements in STEAM and also a section where individual students show the greatest gaps between them. How can we reduce this gap?

A You can reduce the gap by encouraging students not to rapidly find a determined answer but to present their ideas according to various themes and perform their Creative Design step in groups through cooperation with each other and forming an atmosphere of respect for new and creative ideas. Additionally, it is recommended for teachers to provide learning materials or the like to students who lag behind, and induce them to solve the problem on their own.

Q Some teachers deeply understand STEAM, while others may find it unfamiliar.

I wonder if there is no added difficulty to introducing STEAM classes.

A STEAM can be seen as a kind of shift in educational viewpoints. We must change the current educational viewpoint and methods for educating that focus on teachers, a single subject, traditional knowledge in studies, and control.

The shift will bring more educational methods focusing on students, the integration of subjects, application, and autonomy, along with various materials and experiences through STEAM. You need not think that teachers should

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present everything to the students, but they should instead let students find a problem and solve it through various methods on their own to suit the STEAM class structure. You must present a guideline to students for them to find the knowledge they need and to realize this knowledge on their own through discussions. Currently, the Ministry of Education and KOFAC are operating and supporting various programs for training teachers, and the materials presented in these trainings and workshops, along with other materials related to STEAM, can be downloaded from the STEAM website (steam.kofac.re.kr) to use them.

Q Recently, there has been increasing interest in career education. How are STEAM and career education being connected to each other? And, how can we actually connect careers and STEAM in schools?

A In order to connect STEAM and career education, it is first recommended to select a theme for exploring a new occupation by connecting careers in the step of Context Presentation. In addition, it is also good to let students explore and examine the jobs related to the theme they are learning through creative activities. In addition, career education using resources in local communities is also possible. For instance, if there is a museum or enterprise in your local community, you can compose a STEAM class related to that and plan an on-the-spot study experience, or you can refer to the programs operated by places visited for the class. The Korean government is currently promoting the development of a STEAM test-free semester program for growing the key integrated concepts needed for the society of the future through integrative discussions, solutions to problems in the real world, and project studies according to the regular execution of a test-free semester system launched in 2016. Promoted is the development of a STEAM program for students to participate in person, where the students find their own careers through integrative activities and a program for students to sufficiently experience careers through STEAM education during a test-free semester.

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Q An evaluation of students must be done after finishing a STEAM class. How can we evaluate the students?

A It is recommended to evaluate the students without focusing on the results and by paying more attention to the process. The evaluation includes a mind map evaluation, learning plan evaluation, discussion evaluation, evaluation through observation, evaluation of presentations by each group, learning results evaluation, self-evaluation table, similar problem solutions, portfolio evaluation, and self-reflection journal evaluation.

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