Analysis of Elementary School Teachers’ Perceptions of Mathematics-Focused STEAM Education in Korea
Min Kyeong Kim 1 * , Ji Young Lee 1, Hyeonsu Yang 1, Juhyun Lee 1, Ji Na Jang 1, Seon Joo Kim 1
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1 Ewha Womans University, SOUTH KOREA
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/108482

EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 9, Article No: em1746

Publication date: 12 Apr 2019

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