Teachers’ Perceptions and Practices of STEAM Education in South Korea
HyunJu Park 1  
,  
Soo-yong Byun 2
,  
Jaeho Sim 3
,  
Hye-Sook Han 4
,  
 
 
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1
Chosun University, Republic of Korea
2
The Pennsylvania State University, United States of America
3
Pusan National University, Republic of Korea
4
Dankook University, Republic of Korea
5
Yonsei University, Republic of Korea
CORRESPONDING AUTHOR
HyunJu Park   

Chosun University, Republic of Korea, 375 Seosukdong, Donggu, 501-759 Gwangju, Korea (South)
Publish date: 2016-04-06
 
EURASIA J. Math., Sci Tech. Ed 2016;12(7):1739–1753
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ABSTRACT
This study examined teachers’ perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially those experienced teachers and male teachers, had a positive view of a role of STEAM education. At the same time, Korean teachers highlighted various challenges in implementing STEAM education, such as finding time to carry out STEAM lessons, increased workloads, and lack of administrative and financial support. Our findings suggest that sufficient support of the government, the reconstruction of national curriculum, and significant changes in the national assessment system are needed to better promote STEAM education.
eISSN:1305-8223
ISSN:1305-8215