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An investigation of teachers’ perception on STEAM education teachers’

training program according to school level

Article  in  Indian Journal of Public Health Research and Development · September 2018

DOI: 10.5958/0976-5506.2018.01076.8

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 DOI Number: 10.5958/0976-5506.2018.01076.8

An investigation of Teachers’ Perception on STEAM Education

Teachers’ Training Program according to School Level

Seong-Won Kim1, Youngjun Lee2

1
Research Associate, 2Professor, Dept. of Computer Education, Korea National University of Education,
Republic of Korea

Abstract
Background/Objectives: In order to activate STEAM education in schools, teachers’ perceptions of the
STEAM teacher training program were analyzed in relation to their particular school level.
Method/Statistical analysis: An expert group developed a questionnaire to investigate perceptions of
the STEAM teacher training program and delivered the questionnaire to 9986 teachers through online
communication channels. The results of the questionnaire were analyzed in relation to school level and
using the Chi-square test.
Findings: Teachers` perceptions of the STEAM teacher training program showed statistically significant
differences according to the particular school level: At high school level, teachers had a low rate of
participation in the STEAM teacher training program and were not confident about restructuring the
curriculum or about utilizing STEAM education in the classroom, even when they had participated in
the STEAM teacher training. These results reflected administrative difficulties that high school teachers
experience in areas such as curriculum development. In contrast, the elementary school teachers wanted to
improve their understanding of STEAM education through the STEAM teacher training. The middle school
teachers expressed a strong need for educational programs that could be applied in the classroom and wished
to develop these through case- and activity- oriented training.
Improvements/Applications: Through this study, it was confirmed that the demand for STEAM teacher
training differs and it is necessary for teacher training to be suited to the teacher’s school level.

Keywords: STEAM education; Teachers’ Perceptions; Teacher Training Program, Convergence Education,
Teachers

Introduction ability to converge various disciplines in order to solve

these problems through the creative integration of their
With the development of science and technology, knowledge is being globally recognized as a necessity2.
society has changed dramatically. As a result of these
developments, the amount of knowledge has increased Around the world, a movement has been introduced
greatly and the boundaries between the academic, the that aims to converge traditional educational streams
social, and the national are rapidly fading1. However, in order to provide future human resources with
as the side effects of development, problems such as competence in combining resources and know-how.
the poverty gap, starvation, and global warming are In the United States, the United Kingdom, Israel, and
steadily emerging. These are complex problems that Finland, the Science, Technology, Engineering, and
Mathematics (STEM) approach to education has been
cannot be solved by a single discipline. Therefore, the
actively introduced into the curriculum3. In response to
this trend, in its revised education curriculum of 2009,
Corresponding Author:
Korea introduced STEAM education, and it is now
Youngjun Lee
focused on cultivating talented people with competency
Professor, Dept. of Computer Education,
in convergence4. STEAM education integrates the
Korea National University of Education, Republic of Korea Arts into the existing STEM education and cultivates
E-mail: [email protected]
 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9 257

a competency with a more creative approach to perceptions of STEAM training. For the development of
convergence than the original STEM education5. the test tool, a group of ten STEAM educational experts,
The Korean Foundation for the Advancement composed of teachers and professors, was formed who
of Science and Creativity supports various programs developed the test tool from an analysis of previous
including the development of the STEAM education research3. A pilot study was conducted to improve the
program, a reader school and a research school in order reliability and validity of the test tool once developed.
to activate STEAM education in schools6. In academia, Investigation Method: The survey was started on
research has been conducted into various areas such as September 7, 2015, and the data was collected by
STEAM education program development and application, October 2, 2015. In order to investigate the overall
analysis of the effects of STEAM, investigation of teacher teachers’ perception of STEAM teacher training, the
perceptions, and theoretical model development3,7,8,9,10,11,12. official documents sent to all schools requested that more
However, at the school level, STEAM education has than four teachers from each school would participate in
generally not been activated due to a lack of understanding the questionnaire. Google questionnaires were used for
about STEAM education, a lack of educational programs, the survey tool to increase the participation rate.
and administrative problems3,13. Research Subjects: The survey was completed by
In order to solve these problems and to activate 9990 teachers working in elementary, middle, and high
schools. Of these, only four teachers’ questionnaires
STEAM education in schools, there is a need for
were incomplete and so the data from 9986 teachers were
appropriate teacher training. Teachers in the field have an
utilized in the study. Of the teachers who completed the
essential role to play in introducing STEAM education14,
questionnaire, 3503 (35.1%) were male and 6483 (64.9%)
and teachers’ perceptions and beliefs have great influence
were female. Regarding the teachers’ educational careers:
on their performance15,16. According to Park et al. (2016),
The largest group had taught for less than five years
STEAM education for teachers is the most important factor
(25.7%). The next largest group was made up of teachers
if STEAM is to be applied in schools13. If the teachers’
who had taught for over 25 years (20.7%), then 15–20
beliefs, perceptions, and voluntary efforts can be changed years (18.2%), 10–15 years (18.1%), with the smallest
through STEAM teacher training, STEAM education group having taught for 5–10 years (17.3%). Regarding
will be promoted in schools. Therefore, teachers should the final educational level of the teachers: 6457 (64.7%)
receive STEAM training if they are to become engaged in had a bachelor’s degree, 3395 (34.0%) had a master’s
it. However, previous research done on STEAM teacher degree, and 134 (1.3%) had doctoral degrees.
training was merely a survey of teachers’ perceptions, and
insufficient research has been conducted with the whole
teaching population. Results and Discussion
The purpose of this study was to investigate the
actual conditions of STEAM training for teachers in According to the analysis, the percentage of
Korea. For this study, a questionnaire based survey was middle school teachers participating in the STEAM
conducted on STEAM teacher training, the results were teacher training (57.1%) was the highest, followed by
analyzed, and conclusions drawn. the elementary school teachers (53.7%), and then the
high school teachers (51.6%). These percentages show
Method statistically significant differences, χ2= 14.507, p= .001.
Test Tool: The test tool used in this study was These results indicate that participation in STEAM
designed to investigate teachers’ knowledge and training varies as dependent on the teacher’s school level.
Table 1: The result of participation in STEAM teacher training of teacher
participation in STEAM teacher training
school level total χ2(p)
yes no
2966 2560 5526
elementary school teacher
(53.7%) (46.3%) (100.0%)
1509 1134 2643
middle school teacher
(57.1%) (42.9%) (100.0%) 14.507
929 872 1801 (.001)
high school teacher
(51.6%) (48.4%) (100.0%)
5404 4566 9970
Total
(54.2%) (45.8%) (100.0%)
 258 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9

A multiple choice question asked about the type of teachers’ training than either middle school or high
STEAM training in which the teachers had participated. school teachers. There were no significant differences
This was analyzed in relation to the teachers’ school in the participation in distance education by teachers in
levels. The number of teachers who participated in each private institutions according to their school level, as
type of training was counted and analyzed, and because shown in table 2.
teachers could have participated in more than one type
The STEAM teacher training methods that the
of training, the total number was larger than 5,404.
teachers preferred were the case-centered (35.5%),
On analyzing the types of STEAM training in which activity-centered (24.7%), and field-application (20.1%)
teachers had participated in relation to the teacher’s methods. In the study by Kim, Lee, and Kim (2016)
school level, there was a statistically significant there was a similar preference for case-centered and
difference (χ2= 36.129, p< .001). The percentage of high field-application training. Unlike the other school levels,
school teachers (24.1%) who had attended collective the middle school teachers in our study did not favor a
theoretical approach (10.8%), but preferred the activity-
training programs in the provincial office of education
centered approach (27.5%) and the field-application
was lower than the percentage of middle and elementary
method (21.1%), as shown in table 2. In this regard,
school teachers who had attended them. However,
the STEAM training methods preferred by the teachers
more high school teachers (28.9%) had participated in showed a statistically significant difference in relation
the introductory distance training than either middle to the teacher’s school level (χ2= 40.026, p< .001). In
school teachers (25.3%) or elementary school teachers previous studies, middle school teachers and high school
(25.2%). The basic distance training was attended by a teachers showed similar attitudes, which contrasted with
smaller number of middle school teachers (25.8%) than those of the elementary school teachers18,19. However, in
elementary school teachers (28.2%), or high school this study, the greatest differences in relation to preferred
teachers (29.1%). A smaller percentage of elementary STEAM teacher training courses were between the
school teachers participated in the advanced STEAM middle school teachers and the high school teachers.

Table 2: The result of types of STEAM teacher training in which the teacher participated and preferred
methods of STEAM training
elementary middle school high school
total χ2(p)
school teacher teacher teacher
Types of STEAM Teacher Training in Which the Teacher Participated
collective training
programs in the
1147 (30.10%) 640 (31.50%) 313 (24.10%) 2100 (29.40%)
provincial office of
education
distance education
by teachers in private 354 (9.30%) 188 (9.30%) 123 (9.50%) 665 (9.30%)
institutions
introductory distance
958 (25.20%) 514 (25.30%) 375 (28.90%) 1847 (25.90%)
training
14.507
basic distance training 1072 (28.20%) 523 (25.80%) 378 (29.10%) 1973 (27.60%)
(.001)
the advanced teachers’
training(Ewha woman 65 (1.70%) 45 (2.20%) 37 (2.80%) 147 (2.10%)
university)
the advanced teachers’
training(Korea Advanced
83 (2.20%) 56 (2.80%) 37 (2.80%) 176 (2.50%)
Institute of Science and
Technology)
etc. 129 (3.40%) 63 (3.10%) 36 (2.80%) 228 (3.20%)
total 3808 (100.00%) 2029 (100.00%) 1299 (100.00%) 7136 (100.00%)
 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9 259

Conted…

Teacher’s Preferred Methods of STEAM Training

theory-centered 670 (15.10%) 251 (10.80%) 193 (13.50%) 1114 (13.60%)
case-centered 1593 (35.90%) 792 (34.00%) 527 (36.80%) 2912 (35.50%)
acitivity-centered 1040 (23.40%) 641 (27.50%) 345 (24.10%) 2026 (24.70%)
Mentoring 44 (1.00%) 29 (1.20%) 20 (1.40%) 93 (1.10%) 36.129
field-application 885 (19.90%) 491 (21.10%) 271 (18.90%) 1647 (20.10%) (.000)
teacher delivered 187 (4.20%) 113 (4.90%) 68 (4.70%) 368 (4.50%)
etc. 20 (.50%) 10 (.40%) 8 (.60%) 38 (.50%)
total 4439 (100.00%) 2327 (100.00%) 1432 (100.00%) 8198 (100.00%)
In order to discover which type of training teachers preferred in the STEAM teacher training, they were asked
which type of training they would recommend to their colleagues. According to the school level, the types of STEAM
teacher training that teacher would like to recommend to colleagues were different. The results showed a statistically
significant difference, (χ2= 55.075, p< .001) in the types of training that teachers would recommend to their colleagues
in relation to the school level where they taught. According to the survey results, satisfaction was generally high with
the collective training programs held in the provincial office of education (25.0%) and the introductory distance
training course (21.7%). In addition, many teachers responded that they did not have (19.1%), as shown in table
3. And, these results also showed that many teachers were not satisfied with the existing STEAM teacher training.
This is certainly a factor that makes STEAM education difficult to activate in schools13. Therefore, it is essential that
STEAM education training is developed and operated in such a way that it meets the needs of teachers17.
When asked why they would consider recommending the training to their colleagues, the answers teachers
gave indicated that their reasons differed according to school level. These differences were found to be statistically
significant (χ2= 128.430, p< .001). At the high school level, the greatest number of teachers selected “other” (26.9%).
At the middle school level, the greatest number of teachers (20.9%) said that the training was helpful for application in
the classroom. This was higher than in the other school levels. Of the elementary school teachers, 47.6% intended to
recommend the training to colleagues. At the same time, only 8.3% of elementary teachers said that they were able to
understand the STEAM material while 5.2% had experienced collaboration with other teachers, as shown in table 3.
These percentages were lower than for the other school levels. Kang et al. (2013) found that teachers with a negative
perception of STEAM education were more likely to be middle school and high school teachers than elementary
school teachers. In contrast, other researchers have found middle and high school teachers to be more satisfied with
the application of the developed program to their classes15,16. However, Park (2013) found that elementary school
teachers were in agreement about the need for STEAM education and were more intent on introducing STEAM
education to the classroom than middle school teachers were20,21.
Table 3: The result of types of training teachers would recommend to colleagues and reasons for
recommending STEAM teacher training program

elementary school middle school high school

total χ2(p)
teacher teacher teacher
Types of Training Teachers would Recommend to Colleagues
collective training
programs in the
858 (24.50%) 510 (28.70%) 227 (20.30%) 1595 (25.00%)
provincial office of
education
distance education 55.075
by teachers in private 295 (8.40%) 142 (8.00%) 72 (6.40%) 509 (8.00%) (.000)
institutions
introductory distance
808 (23.10%) 344 (19.30%) 237 (21.20%) 1389 (21.70%)
training
basic distance training 491 (14.00%) 242 (13.60%) 171 (15.30%) 904 (14.10%)
 260 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9

Conted…

(Ewha
woman 124 (3.50%) 85 (4.80%) 56 (5.00%) 265 (4.10%)
the university)
advanced (Korea
teachers’ Advanced
training Institute of 186 (5.30%) 96 (5.40%) 75 (6.70%) 357 (5.60%)
Science and
Technology)
None 648 (18.50%) 315 (17.70%) 257 (23.00%) 1220 (19.10%)
etc. 86 (2.50%) 44 (2.50%) 23 (2.10%) 153 (2.40%)
total 3496 (100.00%) 1778 (100.00%) 1118 (100.00%) 6392 (100.00%)
Reasons for Recommending STEAM Teacher Training Program to Colleagues
help with applying to
516 (17.40%) 315 (20.90%) 150 (16.10%) 981 (18.20%)
school
understanding STEAM
1410 (47.60%) 541 (35.80%) 323 (34.70%) 2274 (42.10%)
lessons
receive a STEAE
245 (8.30%) 211 (14.00%) 125 (13.40%) 581 (10.80%) 128.430
education material (.000)
collaborate with other
155 (5.20%) 129 (8.50%) 82 (8.80%) 366 (6.80%)
teachers
etc. 638 (21.50%) 314 (20.80%) 250 (26.90%) 1202 (22.20%)
total 2964 (100.00%) 1510 (100.00%) 930 (100.00%) 5404 (100.00%)

Kim, Lee, and Kim (2016) state that teachers bring greater on them than on the other school18,19. This would
a high level of educational needs to the STEAM teacher seem to account for the differences in confidence rates
training, and that they also have knowledge of the latest among teachers regarding curriculum restructuring after
developments in science and technology, and of the doing the STEAM teacher training.
restructuring of the curriculum17. Therefore, in order to
investigate the effect of STEAM teacher training in this The percentage of high school teachers who
study, we examined the confidence of teachers in relation responded ‘other’ was high (44.1%), although this was
to the restructuring of the curriculum needed subsequent lower than that of the other school levels. It was apparent
to the STEAM teacher training program, as shown in that elementary school teachers have greater confidence
table 4. This was done according to school level. First, in their ability to restructure the curriculum following
according to the chi-square test, there was a statistically the STEAM teacher training program than teachers from
significant difference according to school level in the the other school levels (39.9%). Only the middle school
confidence levels regarding the necessary restructuring teachers felt that they had learned to collaborate with their
of the curriculum (χ2= 46.358, p< .001). Of all teachers colleagues during the training process (22.3%), as shown
in both elementary and middle schools, 60% answered in table 4. The differences between the school levels in
that they were ‘confident’ or ‘very confident’. However, confidence related to the restructuring of the curriculum
among high school teachers, only a little over 50% said was statistically significant, (χ2= 97.791, p< .001).
they were confident. This difference is due to the burden Because in elementary school one teacher teaches
that high school teachers carry for the university entrance several subjects, it is easier for the elementary school to
examination. Compared to elementary and middle schools, reorganize its curriculum without collaboration between
at the high school level the entrance examination in Korea colleagues, and this reorganization can be conducted more
poses a huge burden and requires a lot of information to easily than at the other school levels. In contrast, it is essential
be taught. So, although high school teachers have greater for middle school teachers to cooperate with the teachers of
autonomy, the burden of restructuring the curriculum is each subject for STEAM education to be implemented3.
 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9 261

In previous research, teachers answered that it is difficult to collaborate with each other, making STEAM
education difficult to achieve5,18,22. The results of this study showed that STEAM teacher training can help to solve
these problems.

Of all teachers, 40% lacked the confidence that they could restructure the curriculum after attending STEAM
teacher training. Again, there was a statistically significant difference according to school level (χ2= 251.176, p< .001).
The most common reasons for the lack of confidence in their ability to restructure the curriculum were their lack of
sufficient experience and knowledge of STEAM education, and their difficulty in connection and collaborating with the
teachers of other subjects. According to school level: middle and high school teachers had the greatest level of difficulty
in connecting and collaborating with other subject teachers. Elementary teachers were twice as confident as middle
school teachers that they could restructure the curriculum. There was little difference between school levels in relation
to the teachers’ lack of experience and knowledge in relation to the curriculum restructuring, as shown in table 5.

Table 4: The result of confidence in restructuring the curriculum and reasons for confidence regarding the
restructuring of the curriculum

elementary school middle school

high school teacher total χ2(p)
teacher teacher
Confidence in Restructuring the Curriculum
not very
33 (1.10%) 21 (1.40%) 23 (2.50%) 77 (1.40%)
confident
not confident 1009 (34.00%) 548 (36.30%) 410 (44.10%) 1967 (36.40%)
46.358
confident 1786 (60.20%) 879 (58.30%) 470 (50.60%) 3135 (58.00%) (.000)
very confident 138 (4.70%) 61 (4.00%) 26 (2.80%) 225 (4.20%)
Total 2966 (100.00%) 1509 (100.00%) 929 (100.00%) 5404 (100.00%)

Reasons for Confidence Regarding the Restructuring of the Curriculum

no need for
restructuring of
the curriculum 235 (6.80%) 86 (5.10%) 66 (6.30%) 387 (6.30%)
by educational
material
improve the
expertise of
reconstructing 1369 (39.90%) 532 (31.60%) 304 (28.90%) 2205 (35.70%)
of the
curriculum 97.791
(.000)
collaborate with
548 (16.00%) 376 (22.30%) 172 (16.30%) 1096 (17.80%)
other teachers
understanding
the school’s
113 (3.30%) 71 (4.20%) 47 (4.50%) 231 (3.70%)
support
procedures
etc. 1168 (34.00%) 619 (36.80%) 464 (44.10%) 2251 (36.50%)
total 3433 (100.00%) 1684 (100.00%) 1053 (100.00%) 6170 (100.00%)
 262 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9

Conted'…

Reasons Why Teachers Lack Confidence in Restructuring the Curriculum

lack of sufficient
experience and 527 (13.50%) 268 (12.40%) 197 (13.00%) 992 (13.10%)
knowledge

difficulty in
reorganizing the 253 (6.50%) 138 (6.40%) 125 (8.30%) 516 (6.80%)
timetable
difficulty in
distributing 263 (6.80%) 132 (6.10%) 112 (7.40%) 507 (6.70%)
class by subject
lack of
competence in
332 (8.50%) 155 (7.20%) 138 (9.10%) 625 (8.30%)
restructuring the
curriculum
251.176
difficulties in
(.000)
connection and
collaborating 280 (7.20%) 325 (15.10%) 225 (14.90%) 830 (11.00%)
with other
subjects
lack of facilities
and school 143 (3.70%) 103 (4.80%) 93 (6.20%) 339 (4.50%)
support
lack of
evaluation
methods related 122 (3.10%) 89 (4.10%) 112 (7.40%) 323 (4.30%)
to STEAM
education
etc. 1970 (50.60%) 948 (43.90%) 509 (33.70%) 3427 (45.30%)
Total 3890 (100.00%) 2158 (100.00%) 1511 (100.00%) 7559 (100.00%)

Conclusion in the introductory distance training program was at

a higher level than the others. Elementary and middle
In this study, the teachers’ perceptions of STEAM school teachers had a higher rate of participation in the
teacher training were analyzed in relation to the individual collective training programs in the provincial office
teacher’s school level. The following conclusions were of education, but their participation in the advanced
drawn from the study: First, the proportion of teachers STEAM teacher training program was lower than that of
participating in STEAM teacher training was not the the high school teachers.
same for all school levels. High school teachers had a
lower participation rate in the STEAM teacher training Third, the STEAM teacher training methods
than the other two, lower, school levels. preferred by the teachers were the case- and activity-
centered approaches. Teachers wanted knowledge,
Second, the type of STEAM teacher training examples, and educational programs so that they could
program attended differed, depending on the teacher’s apply the STEAM education in the classroom. Unlike
school level. Fewer high school teachers participated the other school levels, elementary school teachers
in the collective training programs provided in the showed a preference for theory-orientated training.
provincial office of education, but their participation
 Indian Journal of Public Health Research & Development, September 2018, Vol.9, No. 9 263

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