An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective

Hunkoog Jho; Oksu Hong; Jinwoong Song

doi:10.12973/eurasia.2016.1538a

Full Text (PDF)

Hunkoog Jho ¹, Oksu Hong ², Jinwoong Song ³ ^*

More Detail

¹ Dankook University² Korea Foundation for the Advancement of Science and Creativity³ Seoul National University^* Corresponding Author

Abstract

The aim of this study was to investigate STEAM (Science, Technology, Engineering, Arts, and Mathematics) teacher education and to examine the successful conditions for its implementation. This study observed two leading schools that have actively participated in STEAM education since the initial stage of STEAM education in Korea. Through participant observation, we videotaped actual lessons, interviewed teachers, and collected their documents. The data analysis was carried out from a community of practice (CoP) perspective and the CoP dimensions were categorized as joint enterprise, mutual engagement, and shared repertoire. The results show that the two communities shared similar dimensions: open-mindedness and self-innovation as joint enterprise, reciprocal relationship and continuous role exchange as mutual engagement, and educational materials and abundant time as shared repertoire. This study gives some practical implications for teachers’ successful engagement with and for their competency in STEAM education.

Keywords

STEAM education
interdisciplinary education
community of practice
teacher professional development
teacher community

License

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

EURASIA J Math Sci Tech Ed, Volume 12, Issue 7, July 2016, 1843-1862

https://doi.org/10.12973/eurasia.2016.1538a

Publication date: 02 Jul 2016

Article Views: 10988

Article Downloads: 6198

Open Access References How to cite this article

References

Aguilar, O. M., & Krasny, M. E. (2011). Using the communities of practice framework to examine an after-school environmental education program for Hispanic youth. Environment Education Research, 17(2), 217-233.
Ahn, J., Na, J., & Song, J. (2013). The cases of integrated science education practices in schools - what are the ways to facilitate integrated science education? Journal of the Korean Association for Science Education, 33(4), 763-777.
Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50(2), 145-179.
Bang, D., Park, E., Yoon, H., Kim, J., Lee, Y., Park, J., . . . Lee, H. (2013). The design of curricular framework for integrated science education based on big ideas. Journal of the Korean Association for Science Education, 33(5), 1041-1054.
Blin, F., & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50(2), 475-490.
Chang, J., & Song, J. (2015). A case study on the features of classroom norms formed in inquiry activities of elementary science classes. Journal of the Korean Association for Science Education, 35(2), 303-312.
Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed method design. Thousand Oaks, CA: Sage Publications.
Geum, Y., & Bae, S. (2012). The recognition and needs of elementary school teachers about STEAM education. Journal of the Korean Institute of Industrial Educators, 37(2), 57-75.
Grace, M. (2009). Developing high quality decision-making discussions about biological conservation in a normal classroom setting. International Journal of Science Education, 31(4), 551-570.
Ho, L.-A., Lin, C.-Y., Kuo, T.-H., Kuo, Y.-K., & Kuo, Y.-L. (2008). Applying deeper learning and confucian values in enhancing school competitiveness: empirical results and findings. Urban Education, 43(5), 561-586.
Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher leader: leadership development as meaning making in a community of practice. Science Education, 87, 281-297.
Jamieson, P. (2010). Arduino for teaching embedded systems. are computer scientists and engineering educators missing the boat?. Proc. FECS, 289-294.
Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067-1104). Mahwah, NJ: Lawrence Erlbaum Associates.
Kim, H., Chung, K., & Lee, H. (2013). Identity development of science teachers involved in teacher communities: based on the theory of "community of practice". Journal of the Korean Association for Science Education, 33(2), 390-404.
Kim, H. J., Hong, O., Cho, H., & Im, S. (2013). An analysis of change on science interest and selfdirected learning through STEAM educational period. Journal of Learner-Centered Curriculum and Instruction, 13(3), 269-289.
Kim, H. J., Miller, H. R., Herbert, B., Pedersen, S., & Loving, C. (2012). Using a wiki in a scientist-teacher professional learning community: impact on teacher perception changes. Journal of Science Education and Technology, 21, 440-452.
Kim, H. S. (2011). A study on the expansion from formal teacher education to informal learning community. A Journal of Christian Education in Korea, 27, 443-472.
Kim, S. Y. (2014). Changes of preservice biology teachers’ epistemological beliefs and worldviews through teaching practice focused on constructivism. Korean Journal of Teacher Education, 30(4), 235-254.
Kisiel, J. F. (2010). Exploring a school-aquarium collaboration: an intersection of communities of practice. Science Education, 94, 95-121.
Korea Foundation for the Advancement of Science and Creativity. (2013a). An analytic study on STEM programs of UK and Korean STEAM programs developed by the research group of teacher. Seoul: KOFAC.
Korea Foundation for the Advancement of Science and Creativity. (2013b). An analytic study on the effectiveness of STEAM. Seoul: KOFAC.
Korea Foundation for the Advancement of Science and Creativity. (2014a). Notice of STEAM research group of teachers in 2014. from http://www.kofac.re.kr/
Korea Foundation for the Advancement of Science and Creativity. (2014b). Proceedings of STEAM conference in 2014. Retrieved May 25, 2015, from http://steam.kofac.re.kr/
Korea Foundation for the Advancement of Science and Creativity. (2014c). A study on improvement and evaluation of training center for education of KOFAC. Seoul: KOFAC.
Korea Foundation for the Advancement of Science and Creativity. (2015a). Notice of running the training center for cutting-edge science. Retrieved May 20, 2015, from http://www.kofac.re.kr/
Korea Foundation for the Advancement of Science and Creativity. (2015b). STEAM for future talent. Seoul: KOFAC.
Korea Institute of Curriculum and Evaluation. (2014a). PISA 2012 Main outcomes: mathematics, reading, science and problem solving (Vol. PIM 2014-12). Seoul: KICE.
Korea Institute of Curriculum and Evaluation. (2014b). The trends in international mathematics and science study (TIMSS 2015): a technical report of the TIMSS 2015 field survey and the results (Vol. RRE 2014-3-1). Seoul: KICE.
Kwak, Y. (2002). Preservice teachers’ belief change represented as constructivist profile change. Journal of the Korean Earth Science Society, 23(3), 242-258.
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
LeCompte, M. D., Preissle, J., & Tesch, R. (1993). Ethnography and qualitative design in educational research. San Diego: Academic Press.
Lee, H., & Jeong, G. (2013). Understanding science teacher’s teaching of socioscientific issues: using cultural-historical activity theory as an analytical lens. The Journal of LearnerCentered Curriculum and Instruction, 13(5), 413-433.
Lee, H., Son, D.-I., Kwon, H., Park, K., Han, I., Jung, H., . . . Seo, B.-H. (2012). Secondary teachers' perceptions and needs analysis on integrative STEM education. Journal of the Korean Association for Science Education, 32(1), 30-45.
Lee, J.-K., Lee, T.-K., & Ha, M. (2013). Exploring the evolution patterns of trading zones appearing in the convergence of teachers' ideas: the case study of a learning community of teaching volunteers 'STEAM teacher community'. Journal of the Korean Association for Science Education, 33(5), 1055-1086.
Lee, J.-M., & Shin, Y.-J. (2014). An analysis of elementary school teachers' difficulties in the STEAM class. Journal of Korean Elementary Science Education, 33(3), 588-596.
Lee, J. W., Park, H. J., & Kim, J. B. (2013). Primary teachers' perception analysis on development and application of STEAM education program. Journal of Korean Elementary Science Education, 32(1), 47-59.
Lee, M.-S. (2014). The effect of teachers' training and teaching experience for integrative education on teacher's concerns regarding STEAM. Korean Journal of Educational Research, 52(1), 251-271.
Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822-839.
Mak, B., & Pun, S.-H. (2015). Cultivating a teacher community of practice for sustainable development: beyond planned efforts. Teachers and Teaching, 21(1), 4-21.
McNaughton, M. J. (2012). Implementing education for sustainable development in schools: learning from teachers' reflections. Environment Education Research, 18(6), 765-782.
Ministry of Education. (2013). Plans for operation of fund and budget managed by Ministry of Education in 2014. Retrieved May 15, 2015, from http://www.korea.kr/archive/expDocView.do?docId=34451
Ministry of Education. (2015). The 2015 Revised Science Curriculum. Report No. 2015-74. Sejong: Ministry of Education.
Ministry of Education in Singapore. (2012). Science syllabus: lower secondary. Singapore: Curriculum Planning & Development Division. Singapore: MOE.
Ministry of Education in Singapore. (2014). Primary school education: preparing your child for tomorrow. Singapore: MOE Communications and Engineering Group.
Ministry of Education Science and Technology. (2011a). The 2009 Revised Science Curriculum. Seoul: MEST.
Ministry of Education Science and Technology. (2011b). The second basic plan to foster and support the human resources in science and technology (2011-2015). Seoul: MEST.
National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academies Press.
Noh, H. J., & Paik, S. H. (2014). STEAM experienced teachers' perception of STEAM in secondary education. Journal of Learner-Centered Curriculum and Instruction, 14(10), 375-402.
Peppler, K., & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22-27.
Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: an activity theory perspective. Mind, Culture, and Activity, 9(2), 108-131.
Ryu, K., & Cervero, R. M. (2011). The role of confucian cultural values and politics in planning educational programs for adults in Korea. Adult Education Quarterly, 61(2), 139-160.
Saka, Y., Southerland, S. A., & Brooks, J. S. (2009). Becoming a member of school community while working toward science education reform: teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education, 93, 996-1025.
Shin, J.-H. (2013). Survey of primary & secondary school teachers' recognition about STEAM convergence education. Korean Journal of the Learning Sciences, 7(2), 29-53.
Shin, Y.-J., & Han, S.-K. (2011). A study of the elementary school teachers' perception in STEAM (Science, Technology, Engineering, Art, Mathematics) Education. Journal of Korean Elementary Science Education, 30(4), 514-523.
So, W. W. M., & Watkins, D. A. (2005). From beginning teacher education to professional teaching: a study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education, 21, 525-541.
Spradley, J. P. (1980). Participant Observation. New York: Holt.
Stake, R. E. (2005). Qualitative Case Studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of Qualitative Research (pp. 443-466). Thousand Oaks, California: Sage Publications, Inc.
Thiry, H., & Laursen, S. L. (2011). The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community. Journal of Science Education and Technology, 20, 771-784.
Traianou, A. (2006). Teachers' adequacy of subject knowledge in primary science: assessing constructivist approaches from a sociocultural perspective. International Journal of Science Education, 28(8), 827-842.
van der Ryn, S., & Cowan, S. (1996). Ecological design. Washington, D.C.: Island Press.
van Alsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651.
Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: scientist and science teacher identities. Science Education, 89, 492-516.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

How to cite this article

APA

Jho, H., Hong, O., & Song, J. (2016). An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a

Vancouver

Jho H, Hong O, Song J. An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective. EURASIA J Math Sci Tech Ed. 2016;12(7):1843-62. https://doi.org/10.12973/eurasia.2016.1538a

AMA

Jho H, Hong O, Song J. An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective. EURASIA J Math Sci Tech Ed. 2016;12(7), 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a

Chicago

Jho, Hunkoog, Oksu Hong, and Jinwoong Song. "An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 7 (2016): 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a

Harvard

Jho, H., Hong, O., and Song, J. (2016). An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), pp. 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a

MLA

Jho, Hunkoog et al. "An Analysis of STEM/STEAM Teacher Education in Korea with a Case Study of Two Schools from a Community of Practice Perspective". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 7, 2016, pp. 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a