음악을 접목한 STEM (M⋅STEM) 수업모형 개발 = Developing M⋅STEM Instructional Model

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a STEM instructional model incorporating music (M·STEM) so that students can enjoy and willingly studying STEM subjects that are hard, difficult, and uninteresting. This study collected the data from their M·STEM classes for a year and a half. Three STEAM learning criteria suggested in the teacher's guide developed by the Ministry of Education guided the data analysis. These criteria are situational presentation, creative design, and emotional experience. The most efficient M⋅STEM class characteristics were extracted from the data and organized according to the STEM lesson flow for the M⋅STEM instruction model. The M⋅STEM instructional model reflected the time for applying in the lesson and the instruction situation. This study suggests four M⋅STEM instructional models: 1) Analyzing the lyrics model (ALM), 2) Changing the lyrics model (CLM), 3) Writing the lyrics model (WLM), and 4) Producing a music video model (PMVM).
A class with little experience in music activities can use the ALM for introducing a unit. Upon a lesson or a unit arrangement period, the students familiar with the M⋅STEM model can use the CLM. The WLM has two sub-models according to the arrangement type: lesson arrangement (LA-WLM) and unit arrangement (UA-WLM). At the end of a lesson and students with experience on the CLM can use the LA-WLM. At the end of a unit and with students with experience in LA-WLM can use UL-WLM. The last M⋅STEM model is the PMVM. Teachers use this model at the time of creative experience activity and the students with experience on project learning to make the product.
The M⋅STEM instructional model developed in this study has been secured the validity with elementary school teachers who have taught STEM subjects.

국문 초록 (Abstract)

이 연구의 목적은 학생들에겐 어렵고 힘들며 재미없는 STEM 교과들을 즐겁고 신나게 공부할 수 있도록 STEM 수업에 음악을 접목한 수업, 즉 M⋅STEM 수업 모형을 개발하는 것이다. 연구자들이 M⋅STEM 수업을 하면서 수집한 음악 활동 자료들을 수업에 적용한 시기, 적용 대상, 그리고 교사용지도서가 제시한 세 가지 STEAM 학습 준거, 즉 상황제시, 창의적 설계, 감성적 체험에 따라 분석하였다. STEM 수업의 흐름에 따라 가장 효율적인 M⋅STEM 수업의 모습을 체계화 시켰다. M⋅STEM 수업 모형은 수업의 적용 시기와 적용 대상에 따라 ⅰ) 가사분석 모형(단원 도입 시기; 음악 활동 경험이 적은 학급), ⅱ) 개사중심 모형(차시 및 단원 정리 시기; M⋅STEM 모형에 익숙해진 학급), ⅲ) 작사중심 모형(차시정리 유형(각 차시 마무리 시기; 개사 중심 모형을 경험한 학급)과 단원정리 유형(마지막 차시/단원 마무리 시기; 차시 정리/작사중심 모형을 완료한 학급)), ⅳ) 뮤직 비디오 제작모형(창의적 체험활동 시기; 활동 산출물 제작 프로젝트 학습을 진행하는 학급)으로 구분하였다. 연구자들이 개발한 M⋅STEM 수업 모형은 현장의 교사들의 평가를 통해 문항신뢰도와 모형 타당성을 확보하였다.

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