A study of STEAM Education based on Art with Scratch2.0
Seongkyun Jeon and YoungJun Lee
Korea National University of Education
Korea (South)
presents@empas.com
yjlee@knue.ac.kr
Abstract: From this research we are going to investigate about STEAM programming based on
divergent thinking. Namely, we made attempt to offer learning environment similar to real world
by reinforcing divergent thinking which is core element of education of creativity and fusing
various subjects of science, art, math and music. Through this we made attempt to develop
creative problem solving ability. Especially we are trying to consider art subject not as method of
causing motive or result expression and develop education program which can solve problem by
fusing knowledge of various subjects from art experience process. For this, we performed research
about education program which learn related knowledge according to given subject and offer
learning experience which is fusing knowledge and information to solve programming problems.
1. Introduction
From modern society creative ability which solves problems from creative point of view by self-directed
reorganizing knowledge is most important.
Reflecting this stream of times programming education was applied to elementary school of Korea. There
are many results from research that shows not only creativity but also solving problem ability have improved
through this programming education, this shows possibility that creativity can be improved through programming
education and it is possible through proper teaching learning model.
Based on these discussions we researched about CPS programming lesson based on divergent thinking
which organizationally integrated programming and creativity education based on CPS model which improves both
divergent thinking and convergent (Jeon, 2011). From this research we tend to make headway from former research
and investigate STEAM programming education which fused various curriculums and subjects based on divergent
thinking. Especially we are trying to consider art subject not as method of causing motive or result expression and
develop education program which can solve problem by fusing knowledge of various subjects from art experience
process. Because, to solve problems in real life, not only knowledge of specific field is needed but also knowledge
of various fields and integrative thinking capacity are needed. In this context, STEAM education which finds way to
solve problems from fusing existing knowledge is significant because it offers learning environment similar to
problem solving thinking process of human.
2.1 Organizing factors of creativity
Organizing factors of creativity are suggested differently according to philosophical, psychological
background and definition of scholars. Guilford(1959) divided human thinking into convergence thinking and
divergent thinking, and as organizing factors he suggested fluency which indicates speed of thinking, flexibility
which indicates depth of thinking, creativity which indicates freshness of thinking, accuracy which discover things
others can’t find, sensibility which means reacting to object, redefinition and reconfiguration. As Arieti’s(1976)
intellectual factors of creative thinking, there are memory, recognition, evaluation, convergent thinking and
divergent thinking. Firestein and Treffinger(1983) emphasized importance of , convergent thinking as organizing
factor of creativity and suggested novelty, value, translatability and condenasability.
2.2 STEAM education
STEAM education stands for first letters of Science, Technology, Engineering, art and Mathematics.
Indeed, it means for creative education, education should be performed as form of fusing Science, Technology,
Engineering, art and Mathematics. We should escape from existing academic framework and approach from a
integrated point of view. Indeed, art and social science field should be considered and integrated from science,
Technology Engineering point of view. Steam education in Korea is actively performed by STEAM business
management team. To spread STEAM education, STEAM business management team selected STEAM teacher
research group and support teacher research group to adapt STEAM class. To make STEAM education settle down,
knowledge of science, technology, engineering, art and mathematic should be integrated and utilized in the process
of finding problems and solving them. Also, about certain phenomenon we should discern relations between each
other and realize creatively. To improve ability which can understand current problem and solve the problem
creatively, interesting education contents which can be challenged continually are important. So developing these
contents are core points of STEAM education.
2.3 STEAM education policy of Korea
In Korea there are various political support for more methodical and concrete STEAM education.
First, STEAM concept was applied to education curriculum and it was reflected to text books. August
2011, Ministry of Education and Science notified education curriculum which include STEAM concept in Science
and Technology. According to STEAM factor adapted education curriculum, integrated contents related to other
subjects applied properly and taught in Science. Also, Science, Technology, Engineering, art and Mathematic
integrated education was performed in Technology. STEAM concept applied textbooks will be applied in order.
elementary
1st, 2nd grade
3rd, 4th grade
5th, 6th grade
middle
1st grade
2nd grade
3rd grade
Introduction year
2013
2014
2015
Table 1: Plan of Applying STEAM into textbook
Second is supporting STEAM teacher research group which develop adaptable STEAM class model. We
supported 47 teacher research groups in 2011, 170 in 2012 and expanded it to 180 in 2013. Research group research
and develop various STEAM class program and share outcomes after applying.
Third, is running STEAM research model school which can improve possibility of running STEAM
education management. We selected research model school from 16 schools in 2011, 80 schools in 2013 and 88
schools in 2013. From model school STEAM education was applied at school curriculum design phase. Also in
model school, STEAM education was performed to students integrating various subjects.
3. Directions for study plan
3.1 Contents construction
Class is composed with 3 stages like followings. From 1 st stage, they learn basic programming. From 2nd
stage, they learn programming through divergent thinking strategy such as SCAMPER, PMI and morphological
analysis. From 3rd stage, they are offered subject tasks which can make them experience integrated thinking based
on subject knowledge to solve problem.
stage
Task subject
Learning basic concept of
1st
programming
Main contents and activities
Introduce Scratch programming language and learn basic
programming
- learn conditional statement, control statement and
2nd
Learning basic programming
repetitive statement
- making simple project through examples.
- Creating Pop-art work of Andy Warhol
- Compose and play children’s song by using principle of
3rd
Making various program
coincidence
- Study movements of bone and muscle and make
animation about masked dance.
- Drawing abstract painting with Tesssellation.
Table 2 : Program subjects and activities through stages.
We conducted detailed contents of < Creating Pop-art work of Andy Warhol> from Table2 like following
Table 3
Procedure
Introduction
Learning Activities
Watch CF of Andy Warhol and tell experience about watching similar work.
▶ Watch Andy Warhol’s <Coca-Cola Bottles> and understand features
▶ recall various ideas
-find shape or pattern which would be pretty if it is repeatedly printed.
(cartoon character, leaves, their own face)
Development
-collect ideas and draw sketch.
▶ express work with sketch
-Load image to Scratch..
-Give effect from form block by using
.
-Conduct programming which gives graphic effect in time order to various sprite
▶ Upload created work to online gallery and enjoy others
Closing
work.
Table 3 : Detail contents of < Creating Pop-art work of Andy Warhol >
3.2 Applying online sharing program through Scratch 2.0
Educational programming language Scratch which was applied to the research was recently improved to
2.0. The most impressive feature is that you can directly verify how the codes work from other’s project which is
shared on online community. Through this you can modify and supplement projects which are shared by others on
online. Improved function of Scratch 2.0 allows students to share their ideas and improve program they build
cooperatively. We suggest that to apply this online sharing function to each stage of class. Through this process we
tried to make participating programming process of students easy so we could get various programming results.
Schematization of whole activity process of online sharing program is like <picture 1>.
Figure 1: Online sharing Programming lesson model
4. Conclusion
From this research, we studied STEAM programming education which fuses various subjects and contents
based on divergent thinking. Expecting effects are like followings. First, students can perform programming
according to logical rules and also can develop creative problem solving ability from situation they can’t handle with
their existing knowledge or experience. Second, they can improve Computational Thinking by syntagmatically
experiencing knowledge and problem solving method of various subjects through programming process. Third,
positive attitude about programming education can be expected through online sharing process which they
participate actively.
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