본 연구에서는 우리나라 교육과정에 STEAM 교육이 강조된 이후 처음으로 출간된 중학교 과학교과서에 STEAM 교육 활동이 얼마나 포함되어 있고, 어떠한 형태와 내용으로 반영되었는지 알아 보고자하였다. 이를 위해 중학교 과학① 교과서 9종 중에서 5종을 선택하여 교과서와 지도서에 제시되어 있는 STEAM 관련 활동을 조사하였다. 조사한 활동 중에서 STEAM 구성 요소가 2개 이상 포함된 것만을 선정하여 STEAM 활동개수, 활동형태, 구성 요소 개수, 구성 요소 통합 방식을 분석하였다. STEAM 활동 형태는 10가지로 분류하였고, 구성 요소 통합방식은 Fogarty의 통합유형 5가지로 분류하였다. 본 연구에서 얻은 결론은 다음과 같다. 1) 교과서에 제시된 STEAM 활동 중에 절반 정도는 STEAM 구성 요소를 2개 이상 포함하지 않아 적합한 STEAM 활동으로 볼 수 없었다. 각 교과서별로STEAM활동개수는 차이가 많았는데, 비상과 미래엔 교과서가 각각 많이 포함하고 있었다. 2) STEAM 활동 형태는 읽어보기가 가장많았고, 표현하기, 조사 및 발표하기, 지식 회상하기는 많았지만 나머지는 적은 것으로 나타났다. 교과서별로 포함한활동 형태의 종류와 다양성에 차이가 많았는데, 활동형태를 2가지, 4가지만 포함한 경우도 있어 좀 더 다양한 형태의 STEAM 활동을 포함 할 필요가 있는 것으로 드러났다. 3) STEAM 내용 구성 요소는 2개를 포함한 활동이 가장 많았으며, 구성 요소 개수가 많아질수록 그 수가 급격히 감소하였다. 구성 요소로 예술과 기술이 많이 포함되어 있어학생들의 흥미 유발에는 효과가 있을것으로 생각된다. 공학과 수학이 적은것은 중학교이기 때문에 정량적인 내용이적기 때문이다. 4) STEAM 구성 요소의 통합 방식은 연계형이 가장많았고, 병렬형, 거미줄형, 공유형, 통합형순으로나타났다.|In this study, the STEAM activities in five middle school science ① textbooks, which were published based on the 2009 Revised National Curriculum, were analyzed to investigate the numbers, types, STEAM components and integration patterns of the activities. The types of STEAM activities were classified into 10 types and the integration patterns into Fogarty's five patterns. The results are as follows: (1) Approximately half of the activities analyzed for the study were not appropriate as STEAM activities because they did not contain two or more components of S, T, E, A, M. The number of STEAM activities in each textbook was quite different, and Visang and Mirae-n textbooks had more STEAM activities than the other textbooks. (2) Among the types of STEAM activities, Reading(R) was the most frequent overall, followed by Express(E), Investigation & Presentation(IP), Knowledge recall(K), Writing(W), and Creative design(C), while the rest hardly appeared. The diversity of activities differed for each textbook and some textbooks included only two types, or four types, of activities. (3) The results of the STEAM component analysis showed that the majority of activities had only two components. The frequency of activities with more than two components was drastically reduced as the number of components was increasing. The components of A and T were more frequently included than the components of E and M, which might help draw students’ interests in science. The small number of the M component is probably due to the less quantitative contents of middle school science. (4) The integration patterns of STEAM contents displayed that the threaded type was most frequent, followed by the sequenced, webbed, shared and integrated types.
In this study, the STEAM activities in five middle school science ① textbooks, which were published based on the 2009 Revised National Curriculum, were analyzed to investigate the numbers, types, STEAM components and integration patterns of the activities. The types of STEAM activities were classified into 10 types and the integration patterns into Fogarty's five patterns. The results are as follows: (1) Approximately half of the activities analyzed for the study were not appropriate as STEAM activities because they did not contain two or more components of S, T, E, A, M. The number of STEAM activities in each textbook was quite different, and Visang and Mirae-n textbooks had more STEAM activities than the other textbooks. (2) Among the types of STEAM activities, Reading(R) was the most frequent overall, followed by Express(E), Investigation & Presentation(IP), Knowledge recall(K), Writing(W), and Creative design(C), while the rest hardly appeared. The diversity of activities differed for each textbook and some textbooks included only two types, or four types, of activities. (3) The results of the STEAM component analysis showed that the majority of activities had only two components. The frequency of activities with more than two components was drastically reduced as the number of components was increasing. The components of A and T were more frequently included than the components of E and M, which might help draw students’ interests in science. The small number of the M component is probably due to the less quantitative contents of middle school science. (4) The integration patterns of STEAM contents displayed that the threaded type was most frequent, followed by the sequenced, webbed, shared and integrated types.
I. 서 론 2 II. 연구 내용 및 방법 4 1. 분석 대상 교과서와 STEAM 활동 선정 4 2. STEAM 활동 형태 분류 6 3. STEAM 활동 내용 구성 요소 분석 8 4. STEAM 활동 내용 통합 방식 분석 8 III. 연구 결과 10 1. STEAM 활동 개수 10 2. STEAM 활동 형태 분포 12 3. STEAM 활동 내용 구성 요소 분포 14 3. STEAM 활동 내용 통합 방식 18 IV. 결론 및 제언 19 Abstract 23
