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Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans

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Abstract

Integrated curricula have become a major educational focus in Korea. Policy changes began in 2009 when the Korea Ministry of Education, Science, and Technology announced a new curriculum incorporating Science, Technology, Engineering, Arts, and Mathematics (STEAM). Various stages of educational reform have occurred since that time. This study represents the first opportunity for readers of English-language journals to learn about these changes. The aims of the current study are to demonstrate the potential for engaging elementary school pre-service teachers in development of STEAM lesson plans within a science methods course and to elucidate the challenges in this instructional approach. Participants were 119 elementary pre-service teachers in their third year of study at a national university in Korea. Results show that developing STEAM lesson plans had a positive influence on elementary pre-service teachers’ attitudes toward STEAM. Specifically, we found significant improvement on a pre-post survey for participants’ awareness, perceived ability, value, and commitment for STEAM. Secondly, qualitative coding analysis of open-ended surveys revealed pre-service teachers’ views of the potential benefits and challenges of developing STEAM lesson plans. Finally, we provide a rubric for evaluating pre-service teachers’ STEAM lesson plans, based on our experience with teaching this skill within a science methods course.

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Authors and Affiliations

  1. Department of Elementary Science Education, Daegu National University of Education, Daegu, Republic of Korea

    Dongryeul Kim

  2. Department of Molecular and Cellular Biology, University of Arizona, 1007 E. Lowell Street, PO Box 210106, Tucson, AZ, 85721, USA

    Molly Bolger

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  1. Dongryeul Kim
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  2. Molly Bolger
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Correspondence to Molly Bolger.

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Kim, D., Bolger, M. Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans. Int J of Sci and Math Educ 15, 587–605 (2017). https://doi.org/10.1007/s10763-015-9709-3

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  • DOI: https://doi.org/10.1007/s10763-015-9709-3

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