New Physics: Sae Mulli, DOI: 10.3938/NPSM.65.

1199
Vol. 65, No. 12, December 2015, pp. 1199∼1208

Trend of STEAM Education-related Domestic Studies Focusing on

Physics-related Studies

Songhee Moon · Kyunghee Kang∗

Department of Science Education, Jeju National University, Jeju 63243, Korea

(Received 17 September 2015 : revised 22 October 2015 : accepted 30 October 2015)

This study was intended to examine the trend in domestic research on integration and convergence
education and the trends in other research on physics-related science, technology, engineering, arts,
and mathematics (STEAM) education. To this end, theses were extracted from representative
academic sites, and study types, methods, integrated elements, study topics, and study subjects
were used as criteria for analysis. Descriptive research was relatively common during the early
period, but from 2012, research on program developments and applications increased in physics-
related studies. The appearance of physics-related contents in science, technology, engineering, and
art-based STEAM research is desirable. However, among the field of physics, subjects related to
heat were relatively less found than other topics. If meta-analysis, such as that in this study, is
conducted continuously, the direction of physics-related STEAM education can be monitored. Such
research can also contribute to the successful implementation and spread of physics-related STEAM
education in the future.

PACS numbers: 01.40.Fk

Keywords: STEAM education, Physics-related studies, Study type, Integrated element

I. INTRODUCTION Many theorists have argued that integrated science edu-

cation courses will lead to a wider vision and greater cre-
st
The 21 century is a so-called era of convergence. To- ative problem-solving abilities than educational courses
day, many believe that the boundary between science and divided by subject [2–4].
the humanities should be broken the boundary and that In the U.S., students’ performances in science and
the various scientific disciplines should converge as well. math are declining relative to students’ performances in
In particular, the present science and technology-society other countries. This is recognized as a national problem
requires talented, creative persons equipped with refine-
[5]. In addition, students’ interest in areas of education
ment as citizens who can communicate with the world.
such as engineering and technology is decreasing [6]. Ed-
In this context, since 2011, interest in science, technol-
ucators have come to understand the importance of an
ogy, engineering, arts, and mathematics (STEAM) edu-
integrated approach in an attempt to solve this prob-
cation has grown in Korea. STEAM education integrates
lem. Britain, Finland, and Israel are also implementing
science, technology, engineering, mathematics (STEM),
STEM education at present.
which was developed largely in the United States and
In the U.S., researchers are actively investigating
Britain, with art; the new approach emphasizes the cre-
STEM education. In particular, Clark and Ernst [7]
ative and convergent nurturing of human resources to
proposed the Technology Integration Model for Educa-
heighten national competitiveness [1]. Convergence edu-
tion (TIME), and the University of Virginia Engineer-
cation is a very meaningful advance in teaching-learning.
ing School has opened an integrated STEM educational
∗ E-mail: kkh6554@jejunu.ac.kr course as a major course. In addition, researchers have
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1200
examined the background and policies of STEM educa-
tion and related legislative measures [8], and they have
explored features that make STEM education work for
minority students [9].
STEAM education is not a completely new educational
technique; this form combines the art with STS educa-
tion, which was emphasized in the 1980s. STEAM edu-
cation studies in Korea are currently developing models
[10, 11] and designing programs [12, 13] that will facili-
tate the fulfillment of the governmentïs commitment to
strengthening STEAM education.
However, the understanding of STEAM education is
lacking in Korea relative to other countries. In particu-
lar, there is no consensus yet about the precise meaning
of the term ‘arts’. Although Yakman [14] argued that
art in STEAM includes liberal arts as well as fine art
and music, STEAM programs actually developed in Ko-
rea are limited to the latter areas. In addition, Korean
teachers have a positive perception of the need for and
effects of integrated education, but there have been few
actual applications of such techniques [15–17].
Therefore, reviewing the extant research on integrated
and convergent education in Korea is very important be-
cause such a review will provide basic data in establishing
STEAM education as a paradigm of Korean education.
Understanding the theories, subjects, and methods used
to conduct research on STEAM education in Korea is
the most effective way to examine the current status of
STEAM education. Discussing the possibility of improv-
ing research using a meta-analysis is particularly mean-
ingful. Moreover, actual data on the direction of research
on STEAM education methods will provide the theo-
retical basis for activating STEAM education. There-
fore, this study focuses on the following: a chronological
examination of quantitative changes in research related
to integrated and convergent education; an analysis of
study methods, topics, and subjects of research related
to integrated and convergent education; and an exami-
nation of integrated elements and integration-based sub-
jects in research and development (R & D) on integrated
and convergent education programs.
Today, physics education in schools is disregarded by
students [18]. Traditionally, physics has been recognized
New Physics: Sae Mulli, Vol. 65, No. 12, December 2015
as a difficult subject and understood as distant from in-
dividuals’ lives. Therefore, multilateral attempts to re-
duce the difficulties students feel in the process of learn-
ing physics are necessary. STEAM education as one of
such attempts is meaningful. In the case of the U.S.
as well, the background of the introduction STEM ed-
ucation shows a low level of interest among students in
engineering and technology [5]. It is important to ex-
amine how STEAM education, as emphasized in recent
educational courses can be utilized in terms of teaching-
learning. Therefore, it is meaningful to analyze research
on STEAM education conducted domestically. In par-
ticular, it is meaningful to discuss the improvement di-
rection of the research through meta-analysis of research
on physics education. In addition, by deriving practical
materials on STEAM education’s direction and methods,
the theoretical basis for activating STEAM education in
the physics education can be provided. Therefore, this
study established the following study issues.
First, this study will chronologically identify quanti-
tative changes in physics related research among the do-
mestic research on STEAM education.
Second, this study will analyze study methods, top-
ics, and subjects in research on physics related STEAM
education.
Third, this study will analyze integration elements and
integration based subjects in research on physics related
STEAM programs.
II. METHOD
1. Procedure
This study utilized a literature search and content
analysis to examine trends in Korea’s integrated and con-
vergent education. The selection of materials used in the
analysis was crucial, so this study drew from the Korean
Studies Information Service System and the Korea Edu-
cation and Research Information Service, which are the
primary Korean sites for academic theses.
The keywords STEM education, STEAM education,
integrated education, and creative convergent human re-
sources education were used to collect theses for analy-
sis. The collected theses were classified according to the
Trend of STEAM Education-related Domestic Studies Focusing on · · · – Songhee Moon · Kyunghee Kang 1201

Table 1. Framework for analysis. from domestic representative academic search sites. In
total of 478 theses were selected as the subjects of the
Descriptive
Integrated Interest, inquiry,
analysis.
elements activity, skill,
Study Program topic, problem
type Integration-based Science, technology, 3. Framework for analysis
subjects engineering, arts,
mathematics The development of the framework used for analysis
Theoretical
included a review of previous theses [22–25]. Based on
Study Quantitative
this review, six categories of analysis were established:
methods Qualitative
Mixed study types, study methods, study themes, study sub-
Curriculum jects, integrated elements, and integration-based sub-
Textbook study jects. One professor of a science education department
Study Teaching-learning and two science teachers reviewed the analysis scope ex-
themes Teacher training
traction. The content of the analysis category is pre-
Non-formal science education
sented in Table 1. Descriptive research included the cur-
Perception and study trends
Elementary school students rent status of the research, interviews, and questionnaire
Middle school students surveys. Theoretical research included a literature anal-
Study High school students ysis and a historical data analysis. In addition, research
subjects Undergraduates on the development and application of teaching-learning
Talented persons
programs was classified as program research. A descrip-
Teachers
tive or inferential statistical analysis was conducted to
Literature
classify research that presented quantitative results as
quantitative research and research based on a qualitative
framework used for the analysis, as determined by a dis- data analysis as qualitative research. Instances in which
cussion among the researchers. This study also extracted the two methods were utilized together were classified as
physics education related content based on the contents mixed methods research.
of the theses selected as analysis subjects. Exchanges The study topics were classified as curriculum, text-
of opinion and discussion among researchers helped to book study, teaching-learning, teacher training, non-
heighten the internal consistency of each researcher’s formative science education, and perception and study
analysis. trends. The study subjects were classified as elemen-
tary school students, middle school students, high school
students, undergraduates, gifted persons, teachers, and
2. Subjects literature.
In particular, the characteristics of programs that ap-
This study analyzed research conducted from 2006 to peared in the research on the development of integrated
the end of April 2015. These dates were selected based education were analyzed as integrated elements and
on the 2007 adoption of a revised curriculum that estab- integration-based subjects. Integrated elements were
lished integrated education as a major priority in Ko- subdivided into interest, exploration, experiences, func-
rea. The study included theses from the Korean Studies tions, topics, and problems. Integration-based subjects
Information Service System [19], the National Assembly were divided into science, technology, engineering, art,
site [20] and the Korea Education and Research Informa- and mathematics.
tion Service [21]. It also included master’s and doctoral In particular, among the analyzed theses, research that
theses related to integrated education. Overlapping the- included content related to physics was extracted and
ses were excluded. Therefore, this study selected papers classified according to analysis standards. Papers on
1202
Table 2. The number of articles by year.
2007 2008 2009 2010
Domestic STEAM studies 3 3 11 4 26
Physics related studies 0 1 1 1
STEAM education related to physics were classified ac-
cording to whether they included the concept of physics
and its principles among the research based on other sub-
jects as well as research on physics-based STEAM pro-
grams.
III. RESULTS AND DISCUSSION
1. Result of analysis by year
Among the 478 theses analyzed, those from academic
journals and conference presentations (n = 292) ac-
counted for 61% of the total, while dissertations (n =
186) made up 39%. Theses that examined integrated
and convergent education during the analyzed period
were first published in 2007. However, the quantity
of such theses was very small until 2010, so it is dif-
ficult to believe that research on integrated education
was conducted in earnest. However, integrated educa-
tion was emphasized in the 2009 revised curriculum, and
the amount of relevant research slowly increased begin-
ning in 2010. The number of research theses by year is
presented in Table 2.
The number of theses published greatly increased be-
ginning in 2011 and peaked in 2013. This mirrors the
trend in research that analyzes the connection between
integrated education and science subjects [25]. The in-
crease that began in 2011 is closely related to the Min-
istry of Education’s official support for a policy that em-
phasized STEAM education. During this period, demon-
stration and research schools were selected based on the
policies of the Ministry of Education, and the STEAM
teacher research meeting was formed. The government’s
massive support led to an increase in research.
In 2014, fewer papers were published than had been in
2013. An estimate of 2015 totals based on the number of
theses issued through April indicates that 2013 is likely
to remain the peak year for this type of research.
New Physics: Sae Mulli, Vol. 65, No. 12, December 2015
2011 2012 2013 2014 2015 Total
89 170 135 37 478
4 30 55 29 4 125
Fig. 1. The number of published papers according to
year.
Research on physics education had a similar trend to
that of domestic STEAM education research. The num-
ber of papers on STEAM education research related to
physics reported during the analysis period was 125 in
total. Among them, the number of papers issued in 2013
was the greatest at 55 and the number of papers issued in
2012 and 2014 was 30 and 29, respectively. This is inter-
preted as activation of researches on STEAM education
have an effect on expansion of physics-related STEAM
education researches.
2. Result of analysis by study type
1) The trend in study type
Descriptive research was relatively common during the
early period, but from 2012, research on program devel-
opment and applications increased. This shows that as
STEAM education was emphasized on a national cur-
riculum level, attempts to introduce STEAM classes
in primary and secondary schools expanded. In addi-
tion, descriptive research that investigates students’ and
teachers’ perceptions of STEAM education has greatly
Trend of STEAM Education-related Domestic Studies Focusing on · · · – Songhee Moon · Kyunghee Kang
increased. The rate of descriptive research tended to de-
crease. It moved from 25% in 2010 to 27% in 2011, to
30% in 2012, and to 21% in 2013. On the other hand, re-
search on the development and application of programs
increased from 28% in 2011 to 58% in 2012 and to 73%
in 2013.
While the amount of research on program develop-
ment and application increased significantly, the amount
of theoretical research on integrated education did not.
This shows that although a theoretical basis should be
established for STEAM education to expand continu-
ously, emphasis on application research is made in ac-
tuality. This trend can be seen as an analog to Park
and Kim’s argument [26] that theoretical research is be-
ing weakened as science education emphasizes practical
application. However, a lack of a theoretical understand-
ing of the fundamentals and foundations of STEAM ed-
ucation will necessarily limit the technique’s practical
success. Therefore, theoretical research on STEAM ed-
ucation should be expanded together with research on
the development and application of STEAM education
programs.
During the analyzed period, the number of technical
research studies was five and the number of theoretical
research studies was two and the remaining 118 papers
were all program development research studies among
the research on physics education related to STEAM. In
particular, 55 papers, -47% of STEAM education pro-
gram research studies including physics contents- were
announced in 2013 suggesting that program development
during this period was most active.
The active development of programs in physics-related
STEAM education research is advantageous in that it
increases the applicability of STEAM to the field of ed-
ucation. On the other hand, it indicates that STEAM
studies are biased in one direction. Therefore, the types
of studies should be diversified so that theoretical and
descriptive studies that establish the theoretical founda-
tion of STEAM research can be continued, because the
trend of focusing on application studies with no estab-
lished theoretical basis can have negative effects on the
activation of STEAM education.
Some scholars [27] pointed out that a considerable
amount of time has passed since the introduction of
STEM, but the understanding of that program is still
1203
Fig. 2. The number of physics related studies according
to study type.
limited. Therefore, surveys on the use of STEAM edu-
cation in Korea should be conducted and analyzed con-
tinuously in the future.
2) The trend in integrated elements
Research on the development and application of
STEAM education programs was also categorized by
integration elements. Research greatly increased be-
ginning in 2012. The number of skill-centered el-
ements, topic-centered elements, inquiry-centered ele-
ments, activity-centered elements, problem-centered el-
ements, and interest-centered elements was 119, 80, 54,
32, 24, and 2, respectively. In particular, the number
of studies that included “interest and problems” among
their integration elements was relatively small compared
to the number that emphasized other integration ele-
ments. The number of activity-centered STEAM educa-
tion studies was 17 in 2013, but this number rapidly de-
creased to seven in 2014. This reduction reflects the dif-
ficulty in performing actual activities on the school field.
In particular, since ‘the Sewol ferry accident’, the consid-
eration of potential safety problems has made activity-
centered education and experiential learning problem-
atic.
The analysis of program development and application
by subject reveals that the number of science-based pro-
grams was greatest 127. Engineering-based programs
were next, at 65, followed by technology-based programs
at 51, mathematics-based at 36, and art-based at 32.
1204
Fig. 3. Physics themes that have been applied in physics
related STEAM studies.
This shows that in theory, Korean STEAM education
added an emphasis on art to STEM, but in practice,
programs still focused on science, engineering, and tech-
nology. Programs based on art constituted just 11%
of the total. This ratio shows that not all character-
istics of STEAM education were fully utilized. The fact
that STEAM education research studies have converged
around science, engineering, and technology shows that
the indication in the previous study [24] has been some-
what resolved. However, insufficiency in the convergence
with art and mathematics implies that current STEAM
education research has failed to properly implement the
direction of convergence education. Therefore, this study
shows the need to develop themes and activities to ex-
tend integration of STEAM subjects. Furthermore, it
implies the need for attempts to build a network of hu-
man resources for STEAM education through the expan-
sion of exchanges among experts in various areas.
Integration elements and bases were analyzed with re-
search including physics content. The number of func-
tional elements was greatest at 44, followed by topic el-
ements at 35, exploration elements at 21, problem el-
ements at 10, and element bases at 7. Regarding in-
tegration based subjects, the number of science bases
was greatest at 51, followed by technique bases at 31,
engineering bases at 22, arts bases at 10, and math
bases at 3. In the case of research including physics
contents, science, technology, and engineering subjects
based STEAM education research accounted for a large
portion. Fig. 4 presents the incidence of each integration
element in physics-related studies.
New Physics: Sae Mulli, Vol. 65, No. 12, December 2015
Fig. 4. The ratio of integrated elements in physics related
studies.
Fig. 5. The ratio of integration-based subjects in physics
related studies.
In particular, according to an analysis of the content of
program development research which attempted a con-
vergence related to physics content, there was a differ-
ence in the utilization frequency between physics con-
cepts and topics. Physics content utilized in each re-
search study was classified based on the 2009 revision to
the middle school science unit. According to the analy-
sis result, the content of “work and energy conversion”
was most utilized, followed by “force and motion”. The
utilization rates of “light and wave” and “electrical en-
ergy” were the same and in particular the area of “light
and wave” was converged in art based STEAM educa-
tion program research. On the other hand, “heat and our
life” was least utilized. Physics themes that have been
applied in physics related STEAM education studies are
presented in Fig. 3. In addition, the incidence of each
integration-based subject is presented in Fig. 5.
The utilization of various physics themes in STEAM
education research is important in that it increased the
possibility of utilizing those themes in future STEAM
Trend of STEAM Education-related Domestic Studies Focusing on · · · – Songhee Moon · Kyunghee Kang
research. In particular, the fact that themes, such as
‘force and motion’ and ‘energy convention’, are often
being used shows the possibility of STEAM education
based on real life and suggests the future direction of
STEAM education.
3. Result of analysis by study method
The studies were divided according to whether they
utilized quantitative, qualitative, or mixed research.
Those that relied on quantitative research (n = 203)
accounted for 42% of the total. Qualitative studies (n
= 186) made up 39%, and mixed research studies (n =
89) comprised 19%. In each year, there was no great
difference between the amount of quantitative research
and qualitative research. However, the number of quan-
titative studies greatly increased from 2012 (when 32
such studies were conducted) to 2013 (when 87 were con-
ducted). On the other hand, the proportion of qualita-
tive research did not differ greatly from 2012 to 2014. In
2012, such research accounted for 46% of the total. In
2013, it represented 29%, and in 2014, it made up 41%.
This result supports White’s conclusion [28] that in ed-
ucational research, deep data collection methods, such
as counseling and observation are becoming increasingly
popular. In addition, the increasing trend in qualita-
tive research affected the expansion of mixed research.
Increases in quantitative research are closely related to
increases in perception surveys and research that ana-
lyzed program application effects in 2013. That there is
no great difference between the amounts of quantitative
and qualitative research is a desirable phenomenon: this
parity indicates that research did not depend on a single
method.
According to the result of analyzing the methods ap-
plied in physics related STEAM education research, the
number of qualitative research studies was 40 at 32%
and the number of quantitative research studies was 59
at 47%. Such results show a similar trend to the results
of analyzing STEAM education research methods and it
is interpreted that as research applying STEAM educa-
tion programs including physics content was actively on
going, the rate of quantitative research increased.
1205
The high percentage of quantitative studies is impor-
tant in that program development and data analysis are
being actively carried out. However, efforts to develop
the theoretical foundation for STEAM education should
not be neglected. It is not desirable to expand program
application research without established theoretical re-
search. Therefore, the findings of this study suggest the
need for harmony between theoretical research and im-
plementation research through qualitative and quantita-
tive studies.
4. Result of analysis by study themes
An analysis of the research in the field reveals that too
much emphasis was placed on certain topics. The 233
studies related to teaching-learning accounted for 49%
of the total. Studies on non-formative education, such
as scientific and cultural activities, numbered 90 (19%);
those that examined perception and study trends in in-
tegrated education totaled 83 (17.4%). There were 32
studies (6.7%) on textbook analysis and 31 on curricu-
lum analysis (6.4%). On the other hand, the number of
papers on STEAM teacher training was only nine (1.9%).
Fig. 5 shows data on study topics by year. The find-
ing that research on teaching-learning is most prevalent
agrees with the results of a previous study [25]. In ad-
dition, the high rate of research on teaching-learning is
closely related to the increase in program development
and application research.
According to the result of analyzing research topics in
physics-related STEAM education research, the number
of research studies on teaching-learning was 86, account-
ing for 69% of the total. The research that dealt with
non-formative education made up 23%, while research on
teaching-learning accounted for an overwhelmingly high
rate. Such a result is similar to the analysis result of
domestic STEAM education research but STEAM edu-
cation research related to physics education leans toward
teach-learning related topics. Therefore, it is judged that
the diversification of research topics such as analyses of
the relationship between physics educational courses and
STEAM, analyses of textbooks, and investigations into
the perceptions of physics teachers, is necessary.
1206
Fig. 6. The number of physics-related studies according
to study themes.
5. Result of analysis by subject
An analysis of the subjects was conducted by divid-
ing them into elementary school students (including in-
fants), middle school students, high school students, col-
lege students, gifted persons, teachers (including infant
and primary school and secondary school teachers), and
literature. In a number of cases, a thesis included more
than one subject; therefore, the number of subjects was
greater than the number of analyzed theses.
In research on integrated and convergent education,
the number of studies that examined elementary school
students was greatest. Studies on elementary school stu-
dents totaled 171 and accounted for 34.4% of all re-
search, while 113 studies (22.7%) focused on literature,
79 (15.9%) on middle school students, 54 (10.9%) on high
school students, 42 (8.5%) on teachers, and 37 (7.4%) on
gifted persons. Such results are similar to those on inte-
grated education related to a science subject [23,24]. In
particular, such results are interpreted as having a close
relationship with research on teaching-learning account-
ing for the greatest portion in analysis by study topics.
In other words, because research on integrated educa-
tion is closely related to teaching-learning, such research
is prominent in the educational field [29].
According to the result of analyzing physics-related
STEAM education research according to study subjects,
the number of research studies on elementary school stu-
dents was greatest at 56, followed by the number of re-
search on middle school students at 35, and the num-
ber of research on high school students at 20. The re-
sults of an analysis according to subject are presented in
New Physics: Sae Mulli, Vol. 65, No. 12, December 2015
Fig. 7. The number of physics-related studies according
to study subject.
Fig. 7. The number of research studies on teachers was
just four, including teachers for infants, The number of
research studies on teachers was considerably lesser than
that on students. In particular, in an analysis on domes-
tic STEAM education research, research on literature ac-
counted for 22.7% while in an analysis of STEAM educa-
tion research related to physics the number of research
studies on literature was just five. This shows that a
content analysis such as educational course or textbook
analyses has been restrictively conducted in the physics
education area. The research on developing STEAM ed-
ucation programs and applying them to students is very
important. However, it is important in that extracting
physics-related STEAM content from textbooks and an-
alyzing STEAM relevance in physics educational courses
may provide a theoretical basis for expanding STEAM
education in physics learning in the future. Therefore,
the results of this study suggest that research on STEAM
education must be conducted multilaterally.
What is interesting about the results of this analysis
is that research on students is common, but research on
teachers is relatively rare. In addition, there was no re-
search on students’ parents. A diversification of subjects
in STEAM education research is required. The success of
STEAM education in Korea requires the understanding
and sympathy of teachers, students, and parents. There-
fore, research into the perspectives of all of these groups
should be conducted.
The fact that few studies have been conducted on
teachers in physics-related STEAM education research
Trend of STEAM Education-related Domestic Studies Focusing on · · · – Songhee Moon · Kyunghee Kang 1207

implies the need to make an effort to improve this sit- Based on the results of this study, the author in-
uation. While it is important to develop programs and tends to make a few proposals about physics related
check their results in STEAM education, it is also criti- STEAM education in Korea. First, a meta-analysis of
cal to examine the opinions and difficulties of the teach- convergent education should be conducted continuously
ers who are the principal actors in STEAM education. to understand how physics related STEAM education
Therefore, the findings of this study indicate the need to is unfolding and to study related trends. Organiz-
diversify the subjects of STEAM education research. ing the results of a meta-analysis into a database
is particularly important. In the U.S., a web site
(https://www.nsf.gov/nsb/sei/edTool/explore.html)
IV. CONCLUSION AND SUGGESTION was created to provide data on STEM education. If
such work is conducted in Korea, systemizing data and
This study was intended to examine domestic research
research on STEAM education is possible. Second, the
trends in integration and convergence education and
theoretical research that provides the foundation for
among others, research trends in physics-related STEAM
physics related STEAM education should be further
education. To this end, theses were extracted from rep-
expanded. As government policies have emphasized
resentative academic sites and study types, methods, in-
STEAM education, relevant research has grown. How-
tegrated elements, study topics, and study subjects were
ever, diverse views of the concept of STEAM education
used as criteria for an analysis.
and its directing point are still being presented. There-
Results showed that the number of published theses
fore, theoretical models of Korea’s STEAM education
started to increase greatly in 2011. This is interpreted
should be constructed. Third, the subjects of research
as a result of the Ministry of Educationïs public specifi-
on physics-related STEAM education studies must be
cation of a policy emphasizing STEAM education. The
diversified. The fact that few studies have been con-
result of analyzing STEAM education research related to
ducted on teachers in physics-related STEAM education
physics had a similar trend. This increase is particularly
research implies the need to make an effort to improve
valuable because efforts to apply physics-related STEAM
this situation. It is not desirable for STEAM-related
education in the real world are spreading. However, the-
research to lean too much on student, as teachers
oretical research on physics-related STEAM education
primarily embody STEAM education in the field.
in Korea still requires greater attention. While the num-
Therefore, research on teachers’ perceptions should be
ber of studies on teaching-learning was overwhelmingly
continuously undertaken. In addition, using diverse
great, research that analyzed curriculum and teachers’
study subjects, such as parents, college students, and
training was much less common. Such research must
preliminary teachers can ensure that physics-related
be expanded to establish a basis for the development of
STEAM education is more activated.
STEAM education. Extant research has focused mostly
If a meta-analysis like this study is conducted continu-
on students, though the expansion of research on teach-
ously, the direction of physics related STEAM education
ers and parents is desirable. An analysis of integration-
could be monitored. Such research could also contribute
based subjects in program research showed that science-
to the successful implementation and spread of physics
based research was the most common. However, the rel-
related STEAM education in the future.
evance to art subjects, a crucial component of STEAM
education, was low. This proves that the advantages of
STEAM education have not been properly differentiated REFERENCES
from those of the STEM approach. On the other hand,
it is very desirable for physics related contents to ap- [1] Ministry of Education, Science, and Technology, Fu-
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