메타분석을 통한 STEAM 교육의 효과검증

Abstract

The purpose of this study was to investigate the effectiveness of integrated STEAM education research conducted in Korea and to propose a meaningful discussion for further research. To calculate the effects mathematically, researchers have collected quantitative data found in graduate works and journal papers which were published during a set period and searchable on online database. Effect sizes were analyzed with different dependant variables including creativity, problem solving ability, inquiry skills, scientific recognition, attitude, interest, motivation and self-esteem. In addition, effect sizes with different moderating variable, such as samples sizes, characteristics of subjects, class types, core disciplines were compared. The results are as follows: After systematic literature selecting process, 69 research results were gathered, 211 effect sizes were the subjected of meta-analysis using CMA3(Comprehensive Meta-Analysis), and publication bias was not founded through a funnel plot analysis. According to the results of analysis, mean effect sizes of integrated STEAM education programs were .719(+26.11%) in total. This mean effect sizes could be interpreted as a relatively middle one. According to the results of analysis, mean effect sizes of integrated STEAM educations were .795(+28.52%) in total creativity, .592(+22.24%) in problem solving ability, .813(+29.10%) in inquiry skills, .565(+21.56%) in scientific recognition, .641(+23.89%) in interest, .696(+25.80%) in attitude, .632(+23.56%) in motivation, .628(+23.56%) in self-esteem. In other words, all of the dependant variables represented more than medium size of effect size. From the results of meta-regression for the effects of moderator variables, the significant differences according to the period was founded in total score, and from the results of meta ANOVA for the effects of moderator variables, Integrated STEAM education programs implemented in after school hour were more effective than in regular school hours. Considering the core subject of program, arts-centered integrated programs showed the largest effect size, while all the others showed medium effect sizes, and integrated STEAM education proved to be more effective on kindergarten pupils and gifted students compared to other school levels and regular students. The conclusions of this study were that integrated STEAM education had a relatively middle effect size. Finally, researcher discussed the results related with previous results, and provided the implications and suggestion for future studies.