SDGs 기반 STEAM 프로그램이 학습부진학생의 수업참여행동과 수업방해행동 및 과학학업성취도에 미치는 효과

본 연구는 SDGs 기반 STEAM 프로그램이 학습부진학생의 수업참여행동과 수업방해행동 및 과학학업성취 도에 미치는 효과를 도출하는데 목적을 두고 있다. 본 연구 대상은 편의 목적 표집에 의해 선정한 A광역 시 B중학교 1학년 학습부진학생 3명이며, 실험은 단일 대상 연구 방법 중 대상자간 중다 기초선 설계 (multiple baseline design across subjects)에 의해 기초선, 중재, 유지 단계로 실시하였다. 중재 프로그램은 주 4회, 회기 당 45분씩 총 12주 동안 과학 교과 시간 및 과학 관련 주제 선택 시간에 진행하였다. 연구 결 과는 다음과 같다. 첫째, SDGs 기반 STEAM 프로그램은 학습부진학생의 수업참여행동에 긍정적인 효과를 나타내었다. 둘째, SDGs 기반 STEAM 프로그램은 학습부진학생의 수업방해행동 발생빈도 감소에 긍정적 인 효과를 나타내었다. 셋째, SDGs 기반 STEAM 프로그램은 학습부진학생의 과학학업성취도 향상에 긍정 적인 효과를 나타내었다. 본 연구는 학습부진학생을 대상으로 한 SDGs 기반 STEAM 프로그램의 적용 효 과를 입증하고 그 필요성을 확인하였다는 점에서 의의가 있다.

The purpose of his study was to study the effect of the SDGs-based STEAM program on the class participation behavior, class interference behavior, and science academic achievement of students with underachievers. The subject of this study was three underachievers in B middle school selected by convencience target sampling, and the experiment was conducted in the baseline, intervention, and maintenance stages by multiple baseline design across subjects among the single target research methods. The effect on scientific achievement was examined by conducting pre-tests. Classes applied to the SDGs-based STEAM program were conducted four times a week for a total of 12 weeks, and each session was conducted for 45 minutes during each science class and science-related topic selection time. The results were as follows. First, the SDGs-based STEAM programs showed a positive effect on the underachiever's participation in the class, and the total incidence of the undertaking's participation on the participant was increased and the intervention effect was maintained. Second, the STEAM program based on SDGs had a positive effect on reducing the incidence of class disturbance behaviors of underachievers. Third, the STEAM program based on SDGs had a positive effect on improving the academic achievement of underachievers. After the intervention of the SDGs-based STEAM program. The above findings suggest that the SDGs-based STEAM program should be applied to science-centered curriculum classes of under-achieved students because the SDGs-based STEAM program has a positive effect on students' learning behavior, class obstacle behavior, and science achievement.