1 Introduction. Mabyong Yoon 1,*, Haksung Kim 2 and Eeunju Yang 3

Transcription

1 , pp Development of STEAM Educational Program using Mt. Mai's Stone Pagodas, Conglomerate Bed and Ice Spikes for the Cultivation of Creativity and Character in Adolescents Mabyong Yoon 1,*, Haksung Kim 2 and Eeunju Yang 3 1,* Department of Science Education, Jeonju University, Jeonbuk 43163, Korea, mbrabo@jj.ac.kr 2 Department of Earth Science Education, Korea National University of Education, Chungbuk 28173, Korea 3 Department of Art and Health, Myongji College, Seoul 03656, Korea Abstract. A STEAM program was designed using Mt. Mai's stone pagodas, conglomerate layers and ice spikes as the educational contents to develop a science learning area and cultivate topophilia in adolescents. Teaching material was developed to learn STEAM education elements through the emotional experience on concrete objects of Mt. Mai in field trips. As a result of verification of developed data using expert panel's delphi analysis, each session was evaluated valid with over 92% of CVR. Keywords: Mt. Mai, Topophilia, STEAM program, Concrete objects 1 Introduction To people that leave their hometown, the memory and sentiment of childhood are intense [1]. Tuan(1961) stated that the longing and attachment to the space and time of hometown is a common emotion of human and topophilia can be formed when meaning and value are given to childhood memories [2]. Topophilia is a form of love or attachment to a place, and signifies an emotional bond of longing on the nature, place and concrete objects of hometown that are experienced in childhood. To adolescents who are tired of cognitive learning and familiar with modernization and urbanization, STEAM education to provide an opportunity for a strong emotional experience toward place and concrete objects in nature is necessary [3]. Field study provides an opportunity to observe matters and phenomena that can t be seen in classrooms and provide specific examples of the materials learned in class, hence it is an important experience activity that promotes teaching-learning and improves scientific attitude [4]. This study is to develop STEAM educational program by developing Mt. Mai science learning area and utilizing it to foster creativity, personality and topophilia in adolescents. ISSN: ASTL Copyright 2015 SERSC

2 2 Methodology and test tools This study targets middle school and high school students, and all materials were developed through the discussion of 9 education experts so they are proper for the curriculum and the objective of STEAM education. The teaching-learning stages of STEAM education was constructed into 4 stages as suggested by Baek et al. (2011) [5]. Delphi method was used to test the validity of developed program. 3 Results and discussion 3.1 Development of Mt. Mai science learning area In the southwestern area of Korean Peninsula, the sedimentary basins of the cretaceous period, such as Youngdong Basin, Muju Basin, and Jinan Basin, are welldeveloped along Ogcheon Belt, which is developed in north-northeast-southsouthwest direction (Fig. 1) [6]. Jinan Basin is covered by Jinan Group, a layer of clastic sedimentary rock, in approximately 32km in length and 19km in width. Located to the northeast of Jinan Basin, Mt. Mai corresponds to the boundary to the Cretaceous basin, and includes a 2km-thick conglomerate bed, pebbly sandstone and dark gray mudstone layer [7]. Mt. Mai stretches over Jinan-eup and Maryeong-myeon of Jinan-gun, Jeollabuk-do (Fig. 2). With Sutmaibong to the east and Ammaibong to the west, they form the shape of horse ears from far away. Because of Mt. Mai's easy access and clean outcrop, it can be a science learning area where various sedimentary structures can be observed. Fig. 1. (A) Distribution of the Cretaceous non-marine basins (black areas) and major faults of the southern Korean Peninsula. Open arrow (boxed area) indicates the northern part of Jinan Basin. (B) Geologic map of the northern part of Jinan Basin. Detailed geologic map of the study area is shown in C. (C) Lithofacies map of the northeastern part of Jinan Basin [6]. 98 Copyright 2015 SERSC

3 Site 1: Air holes of frozen reservoir. Holes appear on the surface of frozen reservoir, and sometimes water flows out of these holes and create a stripe pattern that resembles octopus legs. These holes are called air holes(sumgumung), and students can explore questions such as how the air holes are created on the frozen surface of reservoir? or what kind of role do air holes play in the formation of ice spikes? Site 2: Sedimentary structure and pagodas around Tapsa. Near the entrance of Tapsa, it is filled with approximately 80 stone towers; there is a 100m-thick conglomerate outcrop (cliff) and a Maitreya Buddha statue presents below the cliff. Here, students can study about the pagodas and observe the sedimentary structure of conglomerate, the weathering, the erosional forms and tafoni that is in the shape of beehive. Site 3: Ice spikes at Eunsusa Temple. In this study, the inversed icicles that rises up against gravity without water supply are referred to as ice spikes as generalized by the village people. Using ice spikes as the concrete object of memory on Mt. Mai, students are lead to form topophilia through emotional experience and process of reproduced with the experimental apparatus. Fig. 2. Route map and location of the study area. Numbers 1 to 3 show the observation sites. 3.2 Development of STEAM educational program Presentation of situation (Session 1). Study material on Mt. Mai, such as photos, videos and literature materials, are provided and students discuss and present about it through collaborative learning. Students then discuss about the origin of mountain's name, story of stone pagodas, icicles underneath the eaves, inversed icicles in abandoned tunnels or caves, and the production process of Mt. Mai's ice spikes (Fig. 3). Copyright 2015 SERSC 99

4 Creative design and production (Sessions 2-4). Students observe air holes on the surface of frozen reservoir and build a creative hypothesis to explain the formation principle of air holes and phenomenon of water shooting up from these holes. Emotional experience (Sessions 5-6: field trips). As students visit Mt. Mai science learning area, they revisit the content that learned along the route and have an emotional experience. Role playing of honorary ambassador (Session 7). Through a role playing as an honorary ambassador, students are to build more value and meaning on Mt. Mai, and they are also to develop and present PR material where people can make scientific exploration and tour at the same time. (a) Icicles underneath eaves (b) Inversed icicles in abandoned tunnel (c) Mt. Mai's ice spikes Fig types of icicles observed in nature 3.3 Verification of developed program Verification of STEAM educational program developed was analyzed by an educational expert panel by applying the CVR(Content Validity Ratio) value. The science education expert panel revised and supplemented the program after 2 times of validity verification. As a result of validity test on program, each session scored over 4.4 on Likert scale, evaluated proper and outstanding for the purpose of STEAM education. 4 Conclusion In this study, a science learning area and STEAM educational program to foster topophilia was developed using Mt. Mai's pagodas, conglomerate bed and ice spikes as concrete objects. The developed STEAM educational program was evaluated by the expert panel through delphi method for revision and supplementation. Each session's validity CVR was over 92%, highly valid for the purpose of program development. In the process of emotionally experiencing and exploring the concrete objects (conglomerate bed, tafoni, pagoda, ice spikes, etc.) in the area that adolescents live in such as Mt. Mai, providing an opportunity to foster good memories and positive emotion is very important. 100 Copyright 2015 SERSC

5 References 1. Tuan, Y.F.: Space and place: The perspective of experience. University of Minnesota Press (1977) 2. Tuan, Y.F.: Topophilia, or sudden encounter with the landscape. Landscape, 11, (1961) 3. Yoon, M.B.: The case study of topophilia's role as a motivator to learn and an analysis of educational resources. Review of Korea Contents Association, 14(4), (2014) 4. Orion, N.: Development of a high-school geology course based on field trips. Journal of Geological Education, 37, (1989) 5. Baek, Y.S., Park, H.J., Kim, Y.M., Noh, S.G., Park, J.Y., Lee, J.Y., Jeong, J.S., Choi, Y.H., Han, H.S.: STEAM education in Korea. Korean Association for Learner-Centered Curriculum and Instruction, 11, (2011) 6. Lee, S.H., Chough, S.K.: Progressive changes in sedimentary facies and stratal patterns along the strike-slip margin, northeastern Jinan Basin, southwest Korea. Sedimentary Geology, 123, (1999) 7. Lee, Y.U.: On the penecontemporaneous deformation structures of the Sinri area at the mid western boundary of the Jinan Basin. The Korean Society of Petroleum Geology, 6(1), 8-19 (1998) 8. Yoon, M.B, Kim, H.S., Son, J.H., Yang, J.W.: Observation, experiment, and analysis of the ice spikes formation. Journal of the Korean Earth Science Society, 30(4), (2009) Copyright 2015 SERSC 101