A Semantic Network Analysis on the Recognition of STEAM by Middle School Students in South Korea
Yuhyun Choi 1
Yunjin Lim 2  
More details
Hide details
Chungnam National University, SOUTH KOREA
Korea Institute of Curriculum and Evaluation, SOUTH KOREA
Yunjin Lim   

Korea Institute of Curriculum and Evaluation, Jeongdong-gil 21-15. Jung-gu, Seoul, Republic of Korea, 04518. Phone: +82-2-3704-3578
Online publish date: 2017-09-24
Publish date: 2017-09-24
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6457–6469
The purpose of this study is to investigate how much Korean students recognize STEAM (Science, Technology, Engineering, the Arts, and Mathematics) and to find out what keywords they associate with it and what the relationships among keywords mean. This study has surveyed 1,009 middle school students by using the purposive sampling method. In order to achieve the goal of this study, we have developed a questionnaire in consultation with survey research experts. The questionnaire asks each student to write down three words that come to his or her mind in each area of study: S/T/E/A/M. The survey was conducted during the period between July and September, 2016, and the results were collected directly from the target groups. For data analysis, KrKwic was used for selecting top 30 keywords, and Ucinet6.0 was employed to obtain meaningful relationships among keywords in the whole network. Then we built and visualized a network by using Netdraw. In this study the contents of analysis include the frequency of keywords, the network degree centralization index. The results of this study can be summarized as follows: First, the words students associate with science are “experiment, chemistry, physics, scientist, biology, life, etc.” Second, the words students associate with technology are “machine, home economics, robot, science, , invention, technician, etc.” Third, the words students associate with engineering are “machine, technology, robot, computer, mechanical engineering, science, college of engineering, engineer, etc.” Fourth, the words students associate with the arts are “art, music, painting, beauty, dancing, song, dance in Korean, etc.” Fifth, the words students associate with math are “calculation, function, numbers, difficulty, equation, formula, etc.” Sixth, With regard to STEAM, middle school students recognize science as experiment, technology and engineering as machine, arts as art, math as calculation. Seventh, Each network of STEAM turns out to be a complicated one. It is difficult to find a meaningful creation of images due to their lack of learning experience in combined knowledge. This explains the need of learning experience in the STEAM programs. The fact that all of middle school students consider STEAM difficult supports this explanation.
Baek, Y. S., Kim, Y. M., Noh, S. G., Lee, J. Y., Chung, J. S., Choi, Y. H., Han, H. S., & Choi, J. H. (2012). A Basic Study on Establishment of Performing Direction for STEAM, Korea Foundation for the Advancement of Science & Creativity.
Doerfel, M. L., & Connaughton, S. L. (2009). Semantic networks and competition: Election year winners and losers in US televised presidential debates, 1960–2004. Journal of the American Society for Information Science and Technology, 60(1), 201-218.
Hong, K. H., Kim, Y. H., Oh, S. W., Jung, J. S., Nam, K. S., Lim, S. J., Park, M. S., Ji, J. H., Yun, W. J., & Jung, H. K. (2012). Development and Application of STEAM Teaching Method. Seoul City Ministry of Education.
Jung, Y. I., Lee, J. Y., Lee, B. R., Yu, S. H., Won, D. K., Jung, S. C., & Joo, S. Y. (2005). Knowledge Mapping and Application through an Analysis of Measuring Information. Seoul: Korea Institute of Science and Technology Information.
Kim, J. W. (2016). Verification of Effectiveness about STEAM Education through Meta-Analysis. Doctoral Dissertation, Graduate School, Pukyong National University.
Kim, S. Y., Kim, D. W., & Choi, M. I. (2013). A Semantic Network Analysis of Research Trend in Korea Advertisement & Public Relations Studies. Korean Association for Advertisement & Public Relations, 15(1), 59-85.
Ministry of Education, Science, and Technology. (2011). 2011 Major Business Plans.
Ministry of Education, Science, and Technology, Korea Foundation for the Advancement of Science and Creativity (2012). Making a Grasp at STEAM Education.
Ministry of Education. (2015). Major Issues Regarding the Introduction to the Combined Curriculum of Humanities and Sciences (Draft).
Noh, S. W., & Ahn, D. S. (2012). Seeking for a Direction to Advancement of STEAM for Elementary School. The Journal of Educational Research, 10(3), 75-96.
Park, H. W., & Leydesdorff, L. (2004). “Understanding and Application of KrKwic Programs for a Content Analysis of the Korean Language: On News about Local Innovation,” Journal of the Korean Data Analysis Society, 6 (5), 2377-87.
Park, Y. J., Baek, Y. S., Shim, J. H., Son, Y. A., Han, H. S., Byun, S. Y., Suh, Y. J., & Kim, E. J. (2014). Reconsideration of Effectiveness of STEAM Programs and Basic Study on Better Use of Self. Korea Foundation for the Advancement of Science and Creativity.
Sah-Iram. (2016). An Analysis of Social Network through NetMiner.
Sanders, M. (2009). Integrative STEM education: primer. The Technology Teacher, 68(4), 20-26.
Suh, J. I. (2015). A Study on Revitalization of Smart Education through a Semantic Network Analysis. Doctoral Dissertation, Kyungki University.
Yang, S. D. (2013). “Research Trend in the Field of Civil Watch through a Semantic Network Analysis,” The Journal of Korea Contents Association, 13(11), 894-901.
Wasserman, S., & Faust, K. (1994). Social Network Analysis: Method and Applications, Cambridge, NY: Cambridge University Press.