과학문화 확대를 위한 ‘과학예술융복합’교양과목 개발 - 과학예술융복합 연구동향과 개선 방안 -

김성희 한국엔터테인먼트산업학회 2022 한국엔터테인먼트산업학회논문지 Vol.16 No.6

After Corona 19, the goal of liberal arts education is growing interest in convergence education and transdisciplinary studies that reflect the educational needs of learners. In the post-corona era, the demand for scientific culture expansion through the development of science and art convergence liberal arts courses is also increasing. In this paper, based on the above problem awareness, we try to experience science culture through the development of 'Science Arts Convergence' liberal arts course, introduce the field of science culture, and improve the meaning and significance of science culture. To this end, first, the concept and characteristics of science culture were examined through research trends in science culture. Through this, we will examine why science and art convergence liberal arts education is necessary for the expansion of science culture and the importance of this awareness. Second, trends and implications of science and art convergence research were examined. Lastly, the meaning of science and art convergence education is a way to activate the science and art convergence liberal arts curriculum through core competencies and convergence methods. It was intended to present a model of the liberal arts curriculum (draft) for complex problem solving. Through this, scientific culture is not the domain of scientific engineers and researchers, but rather a consensus on the discourse field where science culture can be experienced as a literacy.

진학계 고교를 위한 과학-예술융합 교육과정기준 개발 연구

변자정 ( Byun Ja-jung ),홍후조 ( Hong Hoo-jo ) 한국예술교육학회 2016 예술교육연구 Vol.14 No.3

이 연구는 그동안 중요하게 다뤄지지 않았던 진학계 고등학교의 비예술전공자들의 보완적 예술교육에 관한 내용이며, 그 중에서도 가장 활발한 융합의 대상이 되고 있는 과학기술과 예술 간의 융합교육을 교육과정기준 개발의 시각에서 다루었다. 연구의 목적은 진학계 고교의 과학기술 전공자들을 대상으로 과학기술 학습에 대해 보완적인 예술교육을 필요로 하는 학습자 집단에게 필요한 과학-예술융합교육의 목표, 내용과 방법, 교육과정 운영 기준을 제시하는 가교적인 교육과정기준 개발에 있었다. 연구자는 과학-예술융합 교육과정 기준 개발 연구를 통해서 다음과 같은 결론과 시사점을 얻을 수 있었다. 첫째, 과학-예술융합교육의 효과적인 실천을 위해 교육과정 내에서 융합교육에 대한 의미와 개념이 다양하고 폭넓게 자리 잡아야 한다. 둘째, 융합교육의 효과적인 실천을 위해서는 융합의 대상이 되는 교과교육 간의 핵심, 보완 영역을 구분하여 설정하는 것이 요구된다. 셋째, 융합교육을 위한 총론과 각론 간의 연계적이고 보완적인 역할을 담당하는 범교과적인 다양한 주제의 소총론이 마련되어야 한다. 넷째, 진학계비예술전공자 집단에게도 보완적이고 연계적인 과학-예술융합교육의 수요가 있으며, 교육계는 이에 관해 교육과정적으로 대답할 필요가 있다. 다섯째, 본 연구의 교육과정기준 개발은 과학-예술의 융합이라는 독립적인 새로운 교과교육으로서 기준개발이 아닌 다양한 영역에서 범교과 학습이나 통합적인 프로그램으로 활용될 수 있는 기준 개발이다. This study is about complementary arts education for non art students in academic high schools, which has not been researched sufficiently, and it covered particularly science/technology arts convergence education that is recently spotlighted from the perspective of development of curriculum standards. The purpose of this study was to develop curriculum standards that present the goals, contents, methods, and curriculum operation standards of science arts convergence education required by learner groups in need of complementary arts education for their learning of science and technology among those majoring in science and technology in academic high schools. From this research for developing science arts convergence curriculum standards, the researcher drew conclusions and implications as follows. First, for the effective execution of science arts convergence education, the meanings and concepts of convergence education should be settled diversely and widely within the school curriculum. Second, for the effective execution of convergence education, it is necessary to define core and complementary domains of curricular education to be converged. Third, we need mini curriculum standards for various interdisciplinary themes that play articulating and complementary roles between generals and particulars for convergence education. Fourth, non art students in academic high schools are also in need of complementary and articulating science arts convergence education, and the circle of education needs to respond to the need through the curriculum. Fifth, the curriculum standards developed in this study are not for a new independent curricular education of science arts convergence but applicable for interdisciplinary learning or integrated programs in various domains.

A Study on Creative and Convergent STAD(Science, Technology, Arts, Design) education

이재익 한국전시산업융합연구원 2017 한국과학예술융합학회 Vol.30 No.-

Creative education has evolved through the change and development through the history of about 30 years, mainly in Northern Europe, the United States and the United Kingdom. Smart education and MOOC, Flipped Learning, Khan Academy, Minerva School can be regarded as a trend of creative and convergent Science, Technology, Arts, Design(STAD) education in the recent 4th Industrial Revolution era. These are very excellent tools and means. At present, however, the creative and convergent STAD education in Korea is the education method of adding the field of arts to STEAM in USA, showing a limit that the main goal of education is to cultivate the connectivity of engineering, artistic literacy and scientific technology based on basic disciplines such as mathematics, science etc. Therefore, the background and purpose of this study is to re-set the goals that can overcome existing limitations through the analysis of domestic and overseas research trends and to present research findings and policy alternatives that can provide opportunities for further innovation in a new form. The research contents and method of this paper are as follows. That is, this paper investigates and analyzes domestic and overseas previous research trends and specific examples on the goals of desirable creative and convergent STAD education, the development and utilization of convergence education of subjects and programs and presents policy proposals and alternatives for each item of research findings required for application and practice, the development of programs, these courses and curriculum through it. The results of the study are as follows. First, the creative and convergent STAD education started from STEM has evolved into a form of education of training excellent talent with the integrated problem solving ability, creativity, and personality according to the changes and trends of the 4th industrial revolution era, the principle of supply and demand and further efforts and policy support are needed. Second, new education models such as Khan Academy, Aalto School and DIY Education, DIO Education, Maker Education and Convergence Talent Education H-STEAM, which match well with the era of the Fourth Industrial Revolution, STAD which is the convergence education of Science, Technology, Arts, Design, and science-art convergence type STEM program content on-site education are changing and innovating and movement that can be said to be revolutionary also began in college education such as MOOC, Coding Education, Flipped Learning, Minerva School. Therefore, it is important to establish a creative and convergent educational network of universities, research institutes, industry and government authorities, and to develop, apply and operate various curriculums, educational programs and further efforts and policy support are needed. Third, the important goals and directing point should be the future-oriented human-centered convergence education with the characteristics of public and public interest based on securing and maintaining teachers through professional manpower training, professionalism development, customized project education of a field-oriented collaboration system, industry-university cooperative education in the form of corporate workshop, human (personality) and culture and creative convergence and further efforts and policy support are needed. Fourth, the creative and convergent STAD education in Korea lacks the process of forming national, socio-cultural and economic consensus, reform plan through active communication with education authorities, policy-making efforts, action plans for industry-academia-research collaborationand further efforts and policy support are needed. The conclusions are as follows. The foundation of creative and convergent STAD education in the era of the Fourth Industrial Revolution is the expansion of new values, creativity, challenging spirit, collaborative personality, autonomy and diversity. STEM education w...

A Study on Creative and Convergent STAD(Science, Technology, Arts, Design) education

Lee, Jae Ik(이재익) 한국전시산업융합연구원 2017 한국과학예술융합학회 Vol.30 No.-

Creative education has evolved through the change and development through the history of about 30 years, mainly in Northern Europe, the United States and the United Kingdom. Smart education and MOOC, Flipped Learning, Khan Academy, Minerva School can be regarded as a trend of creative and convergent Science, Technology, Arts, Design(STAD) education in the recent 4th Industrial Revolution era. These are very excellent tools and means. At present, however, the creative and convergent STAD education in Korea is the education method of adding the field of arts to STEAM in USA, showing a limit that the main goal of education is to cultivate the connectivity of engineering, artistic literacy and scientific technology based on basic disciplines such as mathematics, science etc. Therefore, the background and purpose of this study is to re-set the goals that can overcome existing limitations through the analysis of domestic and overseas research trends and to present research findings and policy alternatives that can provide opportunities for further innovation in a new form. The research contents and method of this paper are as follows. That is, this paper investigates and analyzes domestic and overseas previous research trends and specific examples on the goals of desirable creative and convergent STAD education, the development and utilization of convergence education of subjects and programs and presents policy proposals and alternatives for each item of research findings required for application and practice, the development of programs, these courses and curriculum through it. The results of the study are as follows. First, the creative and convergent STAD education started from STEM has evolved into a form of education of training excellent talent with the integrated problem solving ability, creativity, and personality according to the changes and trends of the 4th industrial revolution era, the principle of supply and demand and further efforts and policy support are needed. Second, new education models such as Khan Academy, Aalto School and DIY Education, DIO Education, Maker Education and Convergence Talent Education H-STEAM, which match well with the era of the Fourth Industrial Revolution, STAD which is the convergence education of Science, Technology, Arts, Design, and science-art convergence type STEM program content on-site education are changing and innovating and movement that can be said to be revolutionary also began in college education such as MOOC, Coding Education, Flipped Learning, Minerva School. Therefore, it is important to establish a creative and convergent educational network of universities, research institutes, industry and government authorities, and to develop, apply and operate various curriculums, educational programs and further efforts and policy support are needed. Third, the important goals and directing point should be the future-oriented human-centered convergence education with the characteristics of public and public interest based on securing and maintaining teachers through professional manpower training, professionalism development, customized project education of a field-oriented collaboration system, industry-university cooperative education in the form of corporate workshop, human (personality) and culture and creative convergence and further efforts and policy support are needed. Fourth, the creative and convergent STAD education in Korea lacks the process of forming national, socio-cultural and economic consensus, reform plan through active communication with education authorities, policy-making efforts, action plans for industry-academia-research collaboration and further efforts and policy support are needed. The conclusions are as follows. The foundation of creative and convergent STAD education in the era of the Fourth Industrial Revolution is the expansion of new values, creativity, challenging spirit, collaborative personality, autonomy and diversity. S

과학-예술 융합교육을 위한 교수내용지식 (SAI-PCK)의 요소

문공주(Mun, Kongju) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.2

본 연구에서는 교사들이 과학-예술 융합 교육과정을 실천하기 위해 필요한 전문적 지식을 구체화하기 위해 PCK 이론의 관점에서 과학-예술 융합 PCK(SAI-PCK)의 구성요소를 제안하고, 문헌연구를 바탕으로 각 요소를 설명하였다. SAI-PCK의 구성 요소는 ‘과학-예술 융합 교수 지향’, ‘과학과 예술 교과의 교육과정 연계성에 대한 지식’, ‘학생의 과학-예술 융합 수업 경험에 대한 이해’, ‘과학-예술 융합 교수전략에 관한 지식’, ‘학습 환경에 관한 지식’, ‘과학-예술 융합 수업의 평가에 대한 지식’의 여섯 가지로 제안하였다. ‘과학-예술 융합 교수 지향’은 교사가 과학-예술 수업을 하고자 하는 동기와 관련이 있으며, ‘학생 활동 중심’, ‘과학의 본성 이해와 탐구 중심’, ‘심미적 경험 중심’의 세 가지로 구분하였다. SAI-PCK는 교사의 수업 전문성을 구체화 하고 있어 이를 바탕으로 교육과정, 교사연수자료 등이 다양하게 개발되어 교사들의 과학-예술 융합 수업 설계를 도울 수 있을 것으로 기대된다. In this study, I suggest the components of the Science-Art Integrate teaching PCK (SAI-PCK) from the perspective of PCK theory in order to give a shape to the professional knowledge which necessary for practicing science-art integrate teaching and learning. The six components of SAI-PCK are ‘science-art integrate teaching orientation’, ‘knowledge about linkage of curriculum between science and art’, ‘knowledge about students’ experience of science-art integrated’, ‘knowledge about teaching strategies for science-art integration’, ‘knowledge about learning environment’, and ‘knowledge about evaluation of science-art integration’. ‘science-art integrate teaching orientation’ is related to the teachers’ motivation to develop and conduct science-art integrate lessons. I suggest three orientation such as, ‘student centered’, ‘emphasizing the understanding of nature of science and scientific inquiry’, ‘emphasis on aesthetic experience in science’. Since the PCK theory embodies the teaching expertise of the teachers, it is expected that various materials such as educational materials, workshops, and classroom materials will be developed on the basis of the SAI-PCK, therefore, result of this study help teachers develop and try to adopt science-art integrate curriculum in their class.

과학예술 융합프로그램이 초등학생의 창의적 인성에 미치는 영향: 키네틱 아트를 중심으로

권혁재 ( Hyeok Jae Kwon ),권난주 ( Nan Joo Kwon ) 부산대학교 과학교육연구소 2015 교사교육연구 Vol.54 No.1

Personality Since 2011 Education has emphasized links between subjects through methods such as integration and reconfiguration, including STEAM (Science, Technology, Engineering, Arts, and Mathematics). This shift in focus means that creativity and character education has become important in developing learners’ abilities. This study investigates how elementary school teachers utilize science-arts integration activities into class in the field of science. For this study, a program for science-arts convergence was developed and applied to examine the effects of the program on students’ creative personality. A survey was administered to measure the teachers’ and schools’ understanding and realization of STEAM. Utilizing this research, we developed a science-arts convergence program through Kinetic art. This program consisted of 11 lessons for 5th and 6th grade students. The lessons did not focus on simply generating movement but on studying movement itself and gaining practical knowledge using this energy. The science-arts convergence program was an application that made use of movement and artistic imagination. This study included pre- and post-tests which were designed and implemented for 28 students in B Elementary School. The goal of this was to analyze the effects of the science-art convergence program on a student``s creative personality.

데이터 시각화의 예술적 표현양상 고찰

김화언(Kim Hwa Un),이필하(Yi Phil Ha) 한국조형디자인학회 2016 조형디자인연구 Vol.19 No.2

The purpose of this paper is to provide a basis of approach and new possibilities of data in the context of the convergence of science and art by analyzing the aspects of expression in the recent trend of art that utilizes data. To this end, this paper discusses the relationship of science and art and ways and characteristics of their convergence, and suggests various forms and characteristics of data-visualization art and its possibilities and limitations. First of all, this paper deals with ways of relating art and science in terms of the background of data-visualization art, and confirms their resemblance. Formal characteristics of approaching science as the theme of modern art can be categorized in three ways, based on which the four aspects-using images, applying method and tool, applying objective data, and providing experimental data-are analyzed. Through such analysis, it is known that the expressions of data-visualization art reflect the perspective of the contemporary society and culture, expand recognition and sensation, and display its power of persuasion through objective data. Furthermore, it is discovered that as it produces experimental data, the result of art can be transformed into the object of scientific research. After classifying various aspects of the expression of art that utilizes data-visualization in the context of the convergence of science and art and dealing with its artistic characteristics, this paper ascertains open possibilities of data as the materials of art. Based on those possibilities, the aspects of the expression of art can be expanded, and further interdisciplinary researches are expected to be done. 본 연구의 목적은 최근 늘고 있는 데이터를 이용한 예술의 표현양상에 대한 분석을 통해서 과학과 예술의 융합이라는 맥락에서 데이터가 지니는 새로운 가능성과 접근방식의 토대를 제공하는데 있다. 이를 위하여 과학과 예술의 관계와 융합하는 방식 및 특성에 대해 논하고, 데이터 시각화 예술의 다양한 형식과 특징은 물론 한계와 가능성을 제시하고자 하였다. 먼저 데이터 시각화의 양상의 배경으로서 예술과 과학이 관계 맺는 방식을 살펴보고 서로의 공통점을 확인하였다. 현대 예술의 주제로서 과학에 접근하는 형식적 특징은 세 가지로 정리할 수 있었으며, 이를 바탕으로 데이터 시각화의 표현양상을 이미지의 사용, 방법 및 도구의 활용, 객관적 데이터의 활용, 실험적 데이터 제시의 네 가지 양상으로 나누어 분석하였다. 분석을 통해 데이터 시각화의 예술적 표현이 동시대의 사회 문화적 관점을 반영하는 것은 물론 인식과 감각을 확장하며, 객관적 데이터를 통해 설득력을 발휘한다는 사실을 알 수 있었다. 또한, 실험적인 데이터의 제시를 통해서 예술적 결과가 과학의 연구 대상으로 발전될 가능성을 발견하였다. 본 연구를 통해 과학과 예술의 융합 맥락에서 데이터 시각화를 이용한 예술의 다채로운 표현양상을 정리함과 동시에 예술적 특징을 고찰한 결과 예술의 재료로서의 데이터의 가능성을 확인하였다. 따라서 향후 이를 기반으로 학제간 협조를 통한 연구와 표현양상의 확장이 기대된다.

아나모픽 착시예술을 활용한 초등 과학 융합 프로그램 개발 및 적용

안재홍 ( Jaehong Ahn ),권난주 ( Nanjoo Kwon ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.2

In this study, in regard to the change of the paradigm to STEAM (Science, Technology, Engineering, Arts, and Mathematics), we have looked into the ways to apply scientific inquiry through the arts, discussed the educational implications for the ways to step forth with the science and the arts in educational field. In the development of the strategies related to the optical illusion arts, to make sure that the design-oriented science education to reach its goal to make effective teaching, students need to be understood in the method of the artistic designs. Totally it had two rounds for inspection about operation of the convergence with curriculum. As a result, students changed attitude to concentrate in class naturally while doing their art work, participating in person rather than simply looking. It is caused by the scientific approach to strategy of illusion arts. In addition, we could see that students change into a proactive manner as well as teachers comments that they are communicate and make a complete the work with others. A lot of researches give that science can provide the ideas as a method to arts, arts can provide creative ideas to science, but it is still lacking that research can be applied to education specifically on how to. An efforts in the number of collaborative research will continue to introduce, as this study STEAM of science and arts in the field of education be shifted paradigm.

근대 과학자와 예술가의 사례를 통해 살펴 본 융복합교육으로서의 과학교육: 과학과 예술을 중심으로

조헌국 ( Hun Koog Jho ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.8

통섭 또는 융복합은 오늘날 매우 많은 관심을 받고 있다. 이에 본연구에서는 과학과 예술의 통합을 시도한 근대 과학자와 예술가들의발견 과정을 중심으로 융복합의 특징을 살펴보고, 근대의 사회철학적배경을 고려함으로써 오늘날 과학교육이 융복합교육으로서 필요한 과제와 방향에 대해 논의하고자 한다. Netwon, Kepler, Galileo 등의 근대 과학자들은 예술의 사실적 묘사와 같은 방법을 통해 과학 지식을표현하고 추론하는 데 활용하였으며, 예술과 과학의 규칙과 대응 관계를 통해 새로운 이론을 주장하고자 하였다. 예술가들 역시 과학을 통해보다 사실적인 현상의 묘사를 힘썼으며, 특히 선원근법을 중심으로한 해부학과 광학에 주로 의존하였다. 또한 과학자들과 예술가들 모두유비 추리를 통한 일종의 “빌려오기”를 통한 융복합을 시도하였다. 이는 시기적으로 신플라톤주의의 영향을 받은 것으로 해석할 수 있다. 당시의 과학자들은 상황이나 장소에 대한 구분 없이 적용되는 보편타당한 법칙과 방법을 추구하였으며, 예술과의 융합을 통해 과학 지식을예술에 접목시키기도 하고 예술의 유용한 도구를 과학적 발견에 활용하기도 하였다. 따라서 오늘날 융복합교육으로서의 과학교육은 학생들에게 보다 전체적인 관점에서 바라볼 수 있도록 해야 하며, 과학과예술 간의 통합을 통한 아이디어 창출을 목표로 과학과 예술 간의상호 보완적인 관계를 중심으로 초학문적 시도를 장려해야 한다. 또한,협동학습의 조직 및 관련되는 평가 기준의 마련을 통해 집단적 창의성을 증진시키고 일상 맥락에서의 문제 해결을 통한 경험을 강조해야할 것이다. The convergence and consilience in education (hereafter, interdisciplinary education) is receiving greatattention from societies. This study aims to investigate the works of scientists and artists who have intendedto combine science with the arts in the modern era, to take into account the socio-philosophical setbacksduring the period, and to suggest pedagogical implications of science education as interdisciplinaryeducation. The concept of interdisciplinary education stems from Plato’s thought, idea, as a comprehensiveand invariant truth. The renaissance, full of enrichment about scientific achievement, was based onNeo-Platonism pursuing holistic-synthetic approach. During the time, scientists presented in this studytried to find comprehensive principles and borrow useful method from the arts. In such a context, scientistsnot only made use of the arts for expression of scientific knowledge, but also drew conclusion by analogicalreasoning between science and the arts. Artists, as well, relied upon anatomy and optics especially, toelaborate linear perspective and even developed their own scientific knowledge through personalexperience. Hence, contemporary science education should encourage students to hold a holistic viewpointabout science and the arts, articulate explicit goals and outcomes as interdisciplinary education, implementmeta-disciplinary instruction about science and the arts, and develop assessment framework forcollaborative learning. There may be good examples for inter-disciplinary education as listed: illustratingscientific ideas through the arts and vice versa, organizing collaborative works and evaluations criteriafor them, and stressing problem solving on a daily basis.

바우하우스를 통해 본 예술교육의 ‘통섭’과 ‘융합’

류지영(Ji-Yung Ryu) 한국문화교육학회 2021 문화예술교육연구 Vol.16 No.6

본 연구는 예술교육에 있어‘통섭’과‘융합’의 관점을 바우하우스의 교육방법론을 통해 살펴봄으로써 21세기 예술교육을 위한 실천 원리를 고찰하는데 목적을 둔다. 이를 위해 주요 문헌분석을 통한 사례연구 방법으로 논고를 전개하되 통섭과 융합의 주제범위 안에서 바우하우스의 교육목표, 교육과정, 창작방법론 등을 분석하였다. 그 결과, 20세기 예술의 패러다임 변화가 20세기 초 14년간 지속된 바우하우스의 예술교육이 보여준 양가성과 어떠한 관련을 갖는지 검토함으로써 바우하우스 교육의 한계와 가능성을 제시하였다. 이러한 맥락에서 본고가 제안한 21세기 예술교육을 위한 실천 원리는 다음과 같다. 첫째, 인간에 대한 탐구와 이해에 기초하여 전개된 바우하우스의 교육방법론을 통해 오늘날의 예술교육이 인문사회학적 지식을 보다 심도 있게 다룰 필요가 있음을 제안하였다. 둘째, 사물과 세계에 대한 체계적인 과학 지식의 탐구를 통해 예술 창작의 원리와 구조, 법칙 등을 연계시키고자 하는 이른바, ‘통섭’의 시도를 바우하우스의 교육 속에서 발견하였다. 셋째, 바우하우스를 중심으로 매체·장르간의 융합이 어떠한 양상으로 전개되었는지 살펴봄으로써 시각예술과 공연예술 사이의 밀접한 연계와 융합 필요성을 강조하였다. 이러한 접근이 향후 문화예술 교육기관의 교육과정 및 창작프로그램 개발에 기여할 수 있기를 기대한다. This study examines the concepts of “consilience” and “convergence” in arts education, focusing on the Bauhaus’ educational methodology. The research method is a literature review through case study. To this end, we first review the constraints and possibilities of Bauhaus education by examining how the paradigm shift of art in the 20th century relates to the ambivalence of the Bauhaus’arts education. In this context, as a practical principle for arts education in the 21st century, the Bauhaus’educational methodology is examined in the following three aspects. First, it is suggested that there is a need for today’s arts education to deal with humanities and sociological knowledge in more depth through the examination of the Bauhaus’arts education developed based on the exploration and understanding of the human. Second, an attempt for the so-called “consilience” to link the principles, structure, and laws of arts creation through the exploration of scientific knowledge of both objects and the world is examined through the Bauhaus’ education. Third, by examining the process of convergence of artistic disciplines or media in the Bauhaus, this study places an emphasis on the need for close connection and convergence between visual and performing arts. Such efforts are expected to contribute to the development of curriculums and creative programs for cultural and artistic educational institutions.