핵심역량 강화를 위한 창의융합(STEAM) 식생활교육 프로그램 개발

Development of STEAM Dietary Education Program for the Improvement of Core Competencies for Elementary School Students

본 연구의 목적은 초등학생의 핵심역량 강화를 위한 창의융합(STEAM) 식생활교육 프로그램을 개발하고 그 효과를 검증하는데 있다. 이를 위해 창의융합적 접근과 핵심역량 강화 요소를 고려하여 초등학생 전 학년을 대상으로 현장에서 활용할 수 있는 식생활교육 프로그램을 개발하였다. 또한 서울 소재 1, 3, 5학년 학생 84명을 대상으로 각 학년별 4차시씩, 총 12차시의 프로그램을 창의적 체험활동 시간을 활용하여 적용하여 개발 프로그램의 효과를 평가하였다. 본 연구를 통하여 얻은 결과는 다음과 같다. 첫째, 2015 개정교육과정에서 제시하는 핵심역량(자기관리능력, 공동체의식, 의사소통능력, 창의융합 사고능력, 정보처리능력, 심미적 감성능력)을 길러 줄 수 있도록 창의융합 식생활 프로그램을 개발하되 바른 식생활교육이 추구하는 3대 핵심 가치인 ‘환경, 건강, 배려’를 반영한 초등학생 대상의 식생활교육 프로그램을 개발, 적용할 수 있었다. 둘째, 개발된 프로그램을 창의적 체험활동 시간을 활용하여 초등학생들에게 적용한 결과, ‘참신성(3.94)’을 제외한 모든 항복에서 4.00이상의 평가를 받아 양호한 타당도를 보였다. 또한 본 프로그램이 ‘흥미도(4.59)’, ‘일반화 가능성(4.58)’, ‘활동 결과 만족도(4.64)’등에서 높은 평가를 받아 창의융합 식생활교육 프로그램의 효과를 확인할 수 있겠다. 본 연구에서 개발된 핵심역량 강화를 위한 창의융합 식생활교육 프로그램은 실과 식생활 영역의 국가교육과정에서 요구하는 핵심역량 강화와 함께 바른 식생활교육 목표도 만족시킬 수 있는 모델로 기여할 수 있을 것이다.

This study was conducted to develop and verify the effectiveness of a dietary education program applying STEAM education which is aimed to enhance core competencies of elementary school students in order to foster their competences needed in the future society. This dietary education program was designed to be practically taught to all graders of elementary school by considering STEAM approach, core competencies, as well as the core values of dietary education. It was applied to 84 elementary students in grades one, three and five in Seoul, as a ten-hour-program for five days, embedded in creative experimental activity curriculum. Both quantitative and qualitative data were collected and analyzed. The former was measured by Likert scale, and the latter was examined by open-ended questions, observation of the students’ participation and analyses of students’ outputs. The results of the study were as follows. First, it was possible to develop and apply the dietary education program for elementary school students focusing on three core values of dietary education-environment, health and consideration of others-on the basis of STEAM education, in order for students to improve core competencies presented in 2015 revised national curriculum. Second, the results of students’ evaluation showed that the STEAM dietary education program has high validity for obtaining more than 4.00 in every items excluding ‘novelty (3.94)’. In addition, their evaluation in the ‘level of interest (4.59)’, ‘generalizability (4.58)’ and ‘result satisfaction (4.64)’ were high enough to expect that this STEAM program could improve their interest, confidence and creative problem-solving ability. The program developed in this study could serve as a model STEAM dietary education over every elementary school level, and it is expected that further programs in various dietary topics could be developed by follow-up studies.