초등학생의 환경감수성 함양을 위한 STEAM 기반 생태예술교육 프로그램 개발 = Development of an Ecological Art Education Program Based on STEAM to Cultivate the Environmental Sensitivity of Elementary School Students

다국어 초록 (Multilingual Abstract)

This study aimed to develop a STEAM-based ecological art education program for 5th and 6th-grade elementary school students to foster environmental sensitivity. To achieve this goal, the combined 5th and 6th-grade achievement standards from the 2015 revised curriculum were analyzed to examine how the content related to ecological art and environmental sensitivity was reflected in the curriculum.
Implications were then derived from this analysis. Based on these findings, the subject matter and learning goals of the program were selected, and a STEAM-based ecological art education program was developed to cultivate environmental sensitivity. The conclusions of this study are as follows. First, the 2015 revised curriculum achievement standards for Korean, science, social studies, morality, practical arts, music, and other art subjects in the 5th and 6th grades showed a relationship with the content of ecological art. Achievement standards that could foster environmental sensitivity were identified. Based on these achievement standards, topics that could cultivate “interest in environmental destruction,” “respect for life and ecosystems,” “sympathy and compassion for nature,” and “aesthetic experiences of nature” were selected and organized as learning topics. Second, the program was organized according to the stages of STEAM learning to achieve the cultivation of students’ environmental sensitivity. At the “problem situation presentation” stage, opportunities for “self-environmentalization” were provided to engage learners and immerse them in environmental issues. At the “creative design” stage, learners created diverse ecological artwork related to ecosystem protection and experienced emotional satisfaction through the creative process. Finally, the “emotional experience” stage was designed to foster students’ environmental sensitivity and encourage self-initiated environmental protection behaviors. Third, the program developed in this study aimed to foster environmental sensitivity in schools located in urban areas where direct interaction with the natural environment is limited. An activity sheet was created for practical application in a real classroom, and a plan for its utilization was proposed.