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Analysis of elementary school teachers' perceptions of mathematics-focused STEAM education in Korea
- Title
- Analysis of elementary school teachers' perceptions of mathematics-focused STEAM education in Korea
- Authors
- Kim M.K.; Lee J.Y.; Yang H.; Lee J.; Jang J.N.; Kim S.J.
- Ewha Authors
- 김민경
- SCOPUS Author ID
- 김민경
- Issue Date
- 2019
- Journal Title
- Eurasia Journal of Mathematics, Science and Technology Education
- ISSN
- 1305-8215
- Citation
- Eurasia Journal of Mathematics, Science and Technology Education vol. 15, no. 9, pp. 1 - 13
- Keywords
- Elementary school teachers' perception; STEAM education; Math-focused STEAM education
- Publisher
- Modestum LTD
- Indexed
- SCOPUS
- Document Type
- Article
- Abstract
- The purpose of this study is to examine the perceptions of elementary school teachers and the conditions within which they teach. This study is expected to contribute to the preparation for the new technology demands of our rapidly changing society and the recent changes made to the 2015 Revised National Curriculum aimed at Fostering Creative-Convergence Human Resources in Korea. It is primarily expected to contribute to the application of the Science, Technology, Engineering, Arts and Mathematics (STEAM) education and Math-Focused STEAM education. For this purpose, we surveyed 273 teachers of 24 public schools in Seoul and Gyunggido area. The results showed that teachers recognized 'convergence' in STEAM education either as an 'integrated approach' in which specific subjects or topics are taught together or as a 'convergent approach' to teach together and further to a new one. In addition, positive responses were shown towards Math-Focused STEAM education in terms of its effectiveness on the education and needs of the students. The most significant problem in terms of the school environment was the lack of preparation time provided, materials, and educational resources. This study is expected to support the increased application of Math-Focused STEAM education in the field, and thus to expand the knowledge embodied in the subject of mathematics. © 2019 by the authors; licensee Modestum Ltd., UK.
- DOI
- 10.29333/ejmste/108482
- Appears in Collections:
- 사범대학 > 초등교육과 > Journal papers
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