International Conference on the Advancement of STEAM 2020 (ICAS 2020)‎ Proceedings by Alobatnic

Proceedings of International Conference on the Advancement of STEAM (ICAS 2020*)

Borderless Connectivity Edited by Seoung-Hey Paik (Professor, Korea National University of Education, Korea) Kwang-Hyun Cho (Researcher, Foundation for the Advancement of STEAM, Korea) Minsu Ha (Professor, Kangwon National University, Korea) Young-Hoon Kim (Professor, Korea National University of Education, Korea)

Print edition: ISSN 2733-7065

The International Society for the Advancement of STEAM(ISAS) 82-9, Jangja-daero 1beon-gil, Guri-si, Gyeonggi-do, 11938, Republic of Korea Email: jasteam2020@gmail.com

Tel: +82 31 553 7774

Fax: +82 31 553 1013

Cover design: Dae-eok Lim (4DLand, Inc., Korea) oklim77@naver.com

*This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2019S1A5C2A04081191)

ICAS 2020 Committee Mr. Hogul Park (4D Mathematical Science Creativity Research Institute, Korea)……..…………..... [Conference Chair] Dr. Kristof Fenyvesi (University of Jyväskylä, Finland) ………………..………………………….... [Conference Chair] Prof. Seoung-Hey Paik (Korea National University of Education, Korea) ………………………….. [ISAS Chairperson] Prof. Lena Gumaelius (KTH Royal Institute of Technology in Stockholm, Sweden) …….… [Opening Session Speaker] Mr. Woo-Yea Hwang (Former Minister of Ministry of Education, Korea) ………….…….… [Opening Session Speaker] Prof. Chungwon Cho (Seoul National University of Science & Technology, Korea) ….…… [Opening Session Speaker] Prof. Hee Chan Lew (Former President, Korea National University of Education, Korea) ……..……. [Plenary Speaker] Dr.Young Hee Lee (Center for Teaching and Learning, Dankook University, Korea) ………….….... [Keynote Speaker] Prof. Zsolt Lavicza (Johannes Kepler University, Austria) ……………………..……………………. [Keynote Speaker] Prof. Young-Hoon Kim (Korea National University of Education, Korea) ……………[Organizing Committee Member] Prof. Christopher Brownell (Fresno Pacific University, USA) ……………….………[Organizing Committee Member] Ms. Iris Hyo-Sook Yang (4DLand, Inc., Korea) ……………………………………….[Organizing Committee Member] Prof. Youngjun Lee (Korea National University of Education, Korea) ………...…….. [Organizing Committee Member] Mr. Changho Yoon (KNUE Convergence Education Research Institute, Korea) …..... [Organizing Committee Member] Prof. Eun-Young Jung (Korea National University of Education, Korea) …………..…………………... [Session Chair] Prof. Sumi Kwon (Korea National University of Education, Korea) ………………………………..…… [Session Chair] Dr. Hyunsik Ju (KNUE Convergence Education Research Institute, Korea) .……………..…………….. [Session Chair] Mr. Kyeongsik Choi (Sejong Academy of Science and Arts, Korea) ………………………….………… [Session Chair] Mr. Jaehyuk Lee (KNUE Convergence Education Research Institute) ……………….……..………..[Session Assistant] Mr. Youngjin Kim (KNUE Convergence Education Research Institute) …………..……….……….. [Session Assistant]

ICAS 2020 Editorial Board Prof. Seoung-Hey Paik (Korea National University of Education, Korea) …………………..…………..[Editor in Chief] Mr. Kwang-Hyun Cho (Foundation for the Advancement of STEAM, Korea) ………………………………..…[Editor] Prof. Minsu Ha (Kangwon National University, Korea) …………………………………………………..………[Editor] Prof. Young-Hoon Kim (Korea National University of Education, Korea) .…..…………………………………. [Editor]

ICAS 2020 Online Conference Support Team Ms. Iris Hyo-Sook Yang (4DLand, Inc., Korea) …………….……………………………….............. [General Operator] Mr. Jungho Park (4DLand, Inc., Korea) ……………………………………..…………………….. [Technical Manager] Mr. Sungwoo Lim (4DLand, Inc., Korea) ……………………………………………………………………. [Interpreter] Ms. Hanna Shin (4DLand, Inc., Korea) …………………………………………..………………………….. [Interpreter] Mr. Dae-eok Lim (4DLand, Inc., Korea) ……………………………………………………………….. [Design Director] Mr. Changjun Seo (4DLand, Inc., Korea) ……………………..……………………………….. [Audio&Video Director]

Proceedings of International Conference on the Advancement of STEAM (ICAS 2020)

Borderless Connectivity June 26, 2020

International Society for the Advancement of STEAM

International Conference on the Advancement of STEAM

Welcoming Address International Conference on the Advancement of STEAM 2020 Prof. Seoung-Hey Paik Chairperson, International Society for the Advancement of STEAM

June 26, 2020 Eminent scholars, honored guests, ladies, and gentlemen. It is my great pleasure to welcome you to the International Conference on the Advancement of STEAM 2020, organized by the Convergence Education Research Institute of Korea National University of Education and Foundation for the Advancement of STEAM. I am very happy and grateful that so many distinguished scholars and teachers from all over the world have joined the event to share their knowledge and experience and to explore better ways of educating our future leaders. I would like to take this opportunity to express my deep appreciation for Professor Hee-Chan Lew, former president of the Korea National University of Education, for honoring us a plenary speech for this conference. I also wish to give special thanks for keynote speeches of Prof. Younghee Lee from Dankook University, and Prof. Zsolt Lavicza, from Johannes Kepler University. I would also thank Hogul Park and Professor Kristof Fenyvesi for your hard work as the co-organizing chair of this conference. The conference theme is â&#x20AC;&#x153;borderless connectivityâ&#x20AC;?. With this theme, we will explore the potential impact of convergence education in the changing society, as well as the performance and evaluation of diverse convergence education at the local, national, and global levels. More than 100 scholars from around the world, 19 countries including Sweden, Finland, Austria, United States, Spain, South Africa, Hong Kong, Singapore, Estonia, Hungary, Indonesia, Serbia, United Kingdom, Italy, Vietnam, Taiwan, Israel, Japan, and Thailand participate in this conference. We can't meet in person due to the COVID-19 pandemic, but I think we will be able to have active exchanges in this conference. We know very well that this conference is only a starting point. Though we are very proud of this First International Conference on the Advancement of STEAM, we are also aware that we cannot realize our vision by simply trying to provide the best programs or courses for teachers, unless our students become active learners. I hope you will have the most productive day of interesting and exciting discussions. I sincerely wish that this conference will be a great success not only as a chance to share knowledge and experience in convergence education but also as the beginning of a long and fruitful cooperation and friendship among fellow educators devoted to the most meaningful and worthwhile task of teaching and training our youths, who will shape our future. Lastly, I would like to express my sincere gratitude once again to all the people who helped to hold this conference and to everyone who made this occasion shine. Thank you very much. i

International Conference on the Advancement of STEAM

Congratulatory Address International Conference on the Advancement of STEAM 2020 Lena Gumaelius Professor, KTH Royal Institute of Technology in Stockholm, Sweden

June 26, 2020 First of all, I would like to thank you, of course, for inviting me to this conference. I'm happy to be here and I'm honored to get the opportunity to say some congratulatory remarks. I want to start by saying the power of education is enormous. Think about it. By educating people, we foster the ones that will take care of our world. I guess some of you have heard about the expression, ‘The Grand Challenges’. The definition of Grand challenges is that if they're not solved, these challenges will affect humanity assets. Grand challenges could be climate change and social justice, injustice, etc. So these challenges don’t have a straightforward solution. Before we encounter these challenges, we need to work together over the disciplinary board beyond country borders more than ever. I work with engineering education. I see that education has a tendency that it's because being transformed and now it includes the students also get the chance to practice solving real challenges. Maybe not the grand challenges, but the challenges do not have pre-determined solutions. So, pupils and students, they need to use various sources on the information and knowledge from several disciplines. And by merging school subjects represented in STEAM, of course, the pupils and students will definitely enhance the capability to think of more holistic solutions. With those thoughts in mind, I think we will learn a lot from today's conference. To change education, it's not an easy task and it's definitely not done by one thing or person. But one thing or person can inspire so many others. I believe I have had the privilege to work with Mr. Park and his wife Mrs. Yang in their 4DFrame office in Seoul and I was so impressed by the enthusiasm and they will achieve a change. I have read articles from Dr. Kristof Fenyvesi and I realize that he has a similar personality. So I want to thank both of you and all your co-workers for starting up this conference. What can be more adequate than starting a conference on convergence education in the middle of the pandemic? I think pandemic makes us aware of the importance to solve problems in a creative way to help each other to collaborate, etc. So, hereby, I send my best congratulations to you and all of us. Let us together make this a fantastic conference. Thank you.

Lena Gumaelius has extensive experience in education projects where she has worked for increasing pupils’ interest in STEM and to strengthen engineering education across international boundaries for an innovative and sustainable society. Lena has a background in the field of engineering, being a researcher in Biotechnology, but has for the last 15 years moved into the field of education. Today she works both as an associate professor at KTH (the Royal Institute of Technology), leading a research group in Technology and Engineering education, and as the pro Vice-chancellor at Mälardalen University, where her main task is to lead the university strategy for educational development.

International Conference on the Advancement of STEAM

Congratulatory Address International Conference on the Advancement of STEAM 2020 Woo-Yea Hwang Former Minister of Ministry of Education, Member of the National Assembly, Korea

June 26, 2020 Hello, Everyone. We sincerely congratulate the founding of the International Society for the Advancement of STEAM and the hosting of the first conference. We sincerely welcome over 100 convergence education experts from 19 countries in Europe, Asia, the Americas, and the Middle East. We, the Republic of Korea will be a companion to build the future of STEAM education with you. The core value of the 21st century is convergence and communication. The innovation of Convergence education through STEAM education is the key to foster the core talents that will lead to common prosperity around the world. We are hopeful that it will open up a platform for creative thinking that transcends borders and breaks down walls between academic fields. The world is now facing a period of major change that will come after COVID-19. I think change is a crisis but an opportunity as well. We hope that the world will open a new era with the wisdom of all international STEAM education experts. Thank you so much.

Hwang Woo-yea is a Korean jurist, politician, and former chairman of the Saenuri Party. Hwang studied law at Seoul National University. He was a judge in courts in Seoul and other jurisdictions in South Korea before entering politics. From 1996 to 2016, he served as a member of the National Assembly of the Republic of Korea. From August 2014 to January 2016, he served as Deputy Prime Minister of Korea and Minister of Education. He is currently a representative lawyer at Hwang & C Law Firm in Incheon, Korea.

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Welcoming Address International Conference on the Advancement of STEAM 2020 Professor CHO Chungwon Chairperson of the Foundation for the Advancement of STEAM

June 26, 2020

Dear STEAM students, teachers, experts, parents and friends around the world, The global society is moving fast into the uncontacted learning framework, which could be a new normal of future living. We, the FAS (Foundation for the Advancement of STEAM), have been at the frontline of future education ever since the turn of the millennium. This was possible because of the 4DFrame, which showed the way toward futuristic learning in mathematics and advanced scientific fields.

I, as the Chairperson of the FAS, couldnâ&#x20AC;&#x2122;t forget the initiation of shared thinking experiences on mathematical creativity using 4DFrame with friends in Sweden, Finland, Austria, Hungary, Italy, US, Canada, Mongolia, China, Indonesia, Japan, Laos, Taiwan, Hong Kong over the past quarter-century. Especially, heartfelt co-work with Mariana Back of Swedish Science Museum and her Nobel Society has been a big momentum to make us starting this ICAS. Now, we are at the common table to hold the first worldwide brain festivity today. This is the widely open forum for us to dream together, which is the offspring of our long friendship.

The theme of this 1st ICAS, Borderless Connectivity, was the longtime goal of the FAS. On this occasion, we recognize the leadership of Professor Paik Seoung-Hey, who kindly accepted the first President of the International Society for the Advancement of STEAM. Of course, many thanks to the unseen efforts of our great friends, including Kristof Fenyvesi and Park Hogul, who organized the online papers, posters, and virtual participation from around the globe.

All the best to all of the 4D friends, for the beginning of ICASâ&#x20AC;Ś

Professor CHO Chungwon Chairperson of the Foundation for the Advancement of STEAM

International Conference on the Advancement of STEAM

Plenary Lecture

INTERDISCIPLINARY TEACHER EDUCATION FOR SUSTAINABILITY OF THE FOURTH INDUSTRIAL REVOLUTION

Professor LEW, HEE CHAN Korea National University of Education / hclew@knue.ac.kr

June 26, 2020

The "Fourth Industrial Revolution (FIR)" causes dramatic changes, not only in the field of the industry but also in our everyday lives through the fusion of ultramodern technologies. In the new society, education is facing new challenges that are quite different from what we have seen so far. In addition to teaching students how to understand and utilize fragmentary knowledge, education should focus on the connection among the various curricula, the relationship between human and machine which changes the human ways of thinking and living, as well as competency such as sociality, sensitivity, empathy, challenges to adventures, and networking for students to cope with the rapid changes in their future. In order to develop the FIR continuously, it has long been argued that the educational methodology for students should be changed not in a current isolated manner but in an integrated way. However, there is no serious debate on how to train teachers who will comprehensively manage classrooms and schools. Currently, the teacher education system trains teachers with an isolated viewpoint of each subject under the compartmented department system. In the sense that the FIR is nothing but an era of convergence, the current teacher education system should be changed. This presentation proposes the interdisciplinary teacher education in order to make the FIR sustainable and to substantially change education in the age of convergence, which is believed to be the most important role ICAS will have to study in the future.

Hee-Chan Lew began his career as a professor at the Korea National University of Education in 1991. He served as Director of the Education Research Institute (2006-2008) and Dean of Planning (2008-2010) and President (2016-2020) in the university. He owned numerous professional memberships including International Committee member of International Group for the Psychology of Mathematics Education [PME] (2003-2007), Chair of 10th Asian Technology Conference in Mathematics [ATCM] (2004â&#x20AC;&#x201C;2005), Co-Chair and International Program Committee (IPC) member of the 12th International Congress on Mathematical Education [ICME-12] (2008-2012), and IPC member of [ICME-13] (2012-2016). He took the president of The Korean Society of Educational Studies in Mathematics [KSESM] (2010 - 2012).

International Conference on the Advancement of STEAM

Keynote Speech

Technological and pedagogical innovations through STEAM education in our digital era

Professor Zsolt Lavicza Linz School of Education, Johannes Kepler University, Austria

June 26, 2020

Besides tackling challenges and disruptions caused by digital technologies in schools, there is also a growing emphasis for encouraging creative thinking in education, innovating pedagogies, and develop connections among subjects. Activities focusing on creative processes, rather than concentrating on achieving only results for posed problems, are being designed and trialed by innovative groups around the world. In my talk, I will introduce ideas and examples for technological, pedagogical, and policy innovations involving STEM to STE-A-M (by the inclusion of Arts in a broader sense of creation and creativities) transitions. These examples will include STEAM research with the Experience Workshop Movement; studies related to GeoGebra and its new developments such as Augmented Reality, 3D Printing, Machine Learning, and Mobile experiments; developing studentsâ&#x20AC;&#x2122; skills through robotics and connecting digital and physical worlds; and possibilities to detect and nurture creative thinking processes from Big Data. An overview of such studies could offer new insights into developments of creativities, innovations for teaching and learning, and opportunities for nurturing further collaboration in these areas.

Zsolt Lavicza After receiving his degrees in mathematics and physics in Hungary, Zsolt began his postgraduate studies in applied mathematics at the University of Cincinnati. While teaching mathematics in Cincinnati he became interested in researching issues in the teaching and learning mathematics. In particular, he focused on investigating issues in relation to the use of technology in undergraduate mathematics education. Afterwards, both at the Universities of Michigan and Cambridge, he has worked on several research projects examining technology and mathematics teaching in a variety of classroom environments. In addition, Zsolt has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. Currently, Zsolt is a Professor in STEM Education Research Methods at Johannes Kepler Universityâ&#x20AC;&#x2122;s Linz School of Education. From JKU he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral programme in STEAM Education at JKU; teaching educational research methods worldwide, and coordinates research projects within the International GeoGebra Institute.

International Conference on the Advancement of STEAM

Keynote Speech

Implementation of the Effective Distance Learning (Online Class) for the Action of COVID-19 in 2020

Doctor Young Hee Lee Center for Teaching and Learning, Dankook University, Korea

June 26, 2020

List of Presentation 1. Distance Learning Class in 2020 2. Models of Online Class at Dankook University 3. Effective Implementation for the Online Class Based on the Students' Satisfaction Survey

Never let a good crisis go to waste! Thanks!

Young Hee Lee is a professor at Dankook University in South Korea. She got a doctoral degree in Curriculum and Instruction at the University of Houston and taught science education in the teacher education program for 5 years in the US. Her research area is about the nature of science (NOS) and curriculum analysis in science education and currently, she has been working on the areas of educational policy and innovative teaching strategies in higher education. Since the last year, she has been in charge of the director of the Center for Teaching and Learning at Dankook University, developing the model of online courses and providing support programs for online classes this year, 2020 due to the reaction for the COVID-19.

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International Conference on the Advancement of STEAM

Closing Address International Conference on the Advancement of STEAM 2020

Presented by

Kristóf Fenyvesi in the joint name of

Hogul Park & Kristóf Fenyvesi Co-Chair, ICAS 2020

Dear organizers, participants, friends, and colleagues all around the globe, I am pleased to give you the closing remarks. It’s my great honor to express my gratitude to all of you who have contributed to the first International Conference on the Advancement of STEAM. I want to say thanks to our hosts and organizers, especially to my friend Hogul Park and Iris Hyosook Yang and their wonderful colleagues, chairman Chungwon Cho from the Foundation for the Advancement of STEAM, and professor Hee-chan Lew, former president of the Korea National University of Education and their wonderful teams as well. Making significant efforts to realize this online meeting during the pandemic is a vital step of opening new gateways and starting new collaborations in the spirit of ‘Borderless Connectivity’. We need all of you to continue this global conversation. We all need to work further together to grow into an open community that supports learning and provides accessible and everyday opportunities for children and youth worldwide to develop their personal and collaborative potentials. Your colorful responses to the conference call by introducing various outstanding educational projects remind us of the essential role of education in overcoming this critical period. According to UNESCO statistics, there are almost 2 billion children and youth affected by the school closure. The COVID-19 crisis has made all of us into Learners and we need to give more social and emotional support to each other in these challenging times. In this new era of social distancing, we have to be more creative and innovative than ever. We have to invent new practices and building social and emotional bonds.

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International Conference on the Advancement of STEAM

We made more voluntary actions and the broader basis of collective responsibility to reach all those children youth and adults who are not only left alone in the lockdown but who are also locked out from the opportunities to fulfill their basic needs for intellectual and physical development. We need to find new ways to connect from person to person. This is a new challenge of the idea of Borderless connectivity, by an essential condition for learning after all. Humanity needs to show again perhaps as never before that the single genuine idea can spread even faster and mutate and grow more robust than any virus to the various connectivity they collectively process. My concluding with these words I trust that several new everyday actions and the amazing project will grow out of this meeting and we establish a new tradition here. I would like to meet all of you again very soon. We need your creativity and innovation and share bright new futures to learning for all. Thank you very much.

Kristóf Fenyvesi, Ph.D. (b. 1979) is a researcher of STEAM (Science, Technology, Engineering, Arts and Mathematics), Trans- and Multidisciplinary Learning and Contemporary Cultural Studies in Finland, at the Finnish Institute for Educational Research, University of Jyväskylä (https://ktl.jyu.fi/en). Member of the Research Group for Innovative Learning Environments and Research Group for Education, Assessment & Learning. He is the Director of Community Events of the world’s largest mathematics, arts, and education community, the Bridges Organization (www.bridgesmathart.org). He has edited the annual Bridges conference’s Workshop Paper track and coordinating Bridges Public Day (www.familyday.hu) since 2011. From 2014, he is a full member of the European Academy of Sciences and Arts. From 2016, he is a member of the European Mathematical Society’s Committee for Raising Public Awareness. Between 2013-2017 he served as Chief Executive Officer of International Symmetry Association (www.symmetry.hu) and in 2008 he started the Experience Workshop—Global STEAM Network (www.experienceworkshop.org). His main areas of research are mathematics and art connections in learning; STEAM education; inquiry-based, cooperative, playful and experience-oriented approaches in mathematics education; problem-solving in mathematics, in science and art education; connecting hands-on activities and digital modeling in mathematics, science, art and design education; science & art connections in learning; phenomenon-based, multi- and transdisciplinary learning and co-teaching; inter-, cross-, multi- and transdisciplinary management and trans-curricular leadership in education; interdisciplinary aesthetics and philosophy. Fenyvesi’s articles have appeared on fora, such as The Notices of the American Mathematical Society, MAA Focus – Newsmagazine of the Mathematical Association of America, Nexus Network Journal, The Mathematical Intelligencer and Comparative Philosophy. He is author of chapters in various prestigious books, and he has edited several math-art-education handbooks, including Aesthetics of Interdisciplinarity: Art and Mathematics (Springer-Birkhauser, 2017. Together with Tuuli Lähdesmäki) and other resources of mathematics & arts learning. Many of his books and articles are open access. He serves in the editorial board of several scientific journals, including Taylor & Francis’ Journal of Mathematics and the Arts. Fenyvesi has been very active in organizing and contributing to various international scientific events, education programs, exhibitions, and STEAM workshops and festivals all around the globe, including International Mathematical Science Creativity Competitions in Seoul-Korea, Experience Workshop Global STEAM Network’s unique contributions to Japan’s prominent scientific outreach festival, Science Agora in Tokyo-Japan, or Open Design Africa in Cape Town-South Africa, Ars Electronica Festival, Linz-Austria, and more. Fenyvesi serves as the University of Jyväskylä’s local coordinator of various European Commission supported Erasmus+, H2020 projects, and other research programs

Mr. Hogul Park, Co-chair of the ICAS 2020 Organizing Committee, is the inventor of ‘4DFrame’, an education tool for STEAM which has sixty patents. He is also a Ph.D. researcher for Science-Gifted Education at the Korea National University of Education. He worked as a miniature architect for 12 years by leading numerous structured miniature projects. In 1993, he opened a new era of the educational market by developing ‘4DFrame’, a series of light, easy-to-build materials inspired by simple straws and wooden structures of Korean traditional houses. With 4DLand, Inc. being established in 2003, he began to focus more on developing experienceoriented tools for Mathematical Science, Convergence Education, creativity, and invention. Starting from The National Museum of Science and Technology (Tekniska Museet) in Sweden in 2007, the 4DFrame Exhibition & Experience Centers became spread worldwide, including Austria, China, Indonesia, and many other countries around the world. Now his invention is introduced and widely recognized as efficient educational content in more than 30 countries including Finland, Israel, United States, China, Japan, Indonesia, Saudi Arabia, Qatar, Oman, Laos, Mongolia, and South Africa. Since 2007, with this global reputation made throughout its history, 4D Math and Science Creativity Research Institute, where he serves as the director, has been successfully collaborating core projects of the International Mathematical Science Creativity Competition with the Foundation for the Advancement of STEAM.

CONTENTS Proceedings of ICAS 2020

Papers * 20-01 …………………………………………………………………………………………………… ..pp.1-6 Embedding creative thinking skills on undergraduate students through STEM course Irma Rahma Suwarma, Ari Widodo and Asep Kadarohman

20-02 ………………………………………………………………………………………………… pp. 7-14 Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden. Charlotte Graham and Philippe Longchamps

20-03 ………………………………………………………………………………………………… pp. 15-17 An Analysis of the Status of STEAM in Elementary and Secondary Informatics Korea National Curriculum Soyul Yi and YoungJun Lee

20-04 ………………………………………………………………………………………………… pp. 19-21 Are Gender and Academic Track Related to Attitude towards Convergence? A Study Focused on High School Students. Yustika Sya’bandari , Minsu Ha, Jun-Ki Lee and Sein Shin

20-05 ………………………………………………………………………………………………… pp. 23-25 Promoting Indonesian students' attitudes toward science through Korean STEAM education. Ai Nurlaelasari Rusmana, Yustika Sya’bandari, Rahmi Qurota Aini, Arif Rachmatullah and Minsu Ha

20-06 ………………………………………………………………………………………………… pp. 27-30 Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears. Seoung-Hang Lee and Young-Jin Kim

20-07 ………………………………………………………………………………………………… pp. 31-35 Developing Marker-Based Augmented Reality for Geographical learning. Young-Hoon Kim and Jeong Hwan Park

20-08 ………………………………………………………………………………………………… pp. 37-42 Co-teaching robot-supported math lessons in the third grade. Jelena Stepanova, Janika Leoste and Mati Heidmets

CONTENTS Proceedings of ICAS 2020

20-09 ………………………………………………………………………………………………… pp. 43-46 The Proposal for the Establishment of AI High School. Jae-Kyung Shin

20-10 ………………………………………………………………………………………………… pp. 47-48 Reconfiguring Divergent Thinking in Creative Thought: Towards Convergence Education through Art. Eun Young Jung

20-11 ………………………………………………………………………………………………… pp. 49-52 Predicting the next number Computational Thinking. Bonghan Cho

20-12 ………………………………………………………………………………………………… pp. 53-56 Development of a D-T-C based Idea Generation Convergence Tool. Kwangmyung Kim

20-13 ………………………………………………………………………………………………… pp. 57-59 Action Research on Personalized Curriculum based on the High School Credit System. Sang-chan Lee

20-14 ………………………………………………………………………………………………… pp. 61-64 Convergence education and its impact on the secondary school mathematics teacher: a personal reflection Wei Sern Vincent Lew

20-15 ………………………………………………………………………………………………… pp. 65-67 What 4DFrame competition can offer to grade 5 students: a case in the Hong Kong team? Wing Kin Cheng and Claire Tsz Yan Cheng

20-16 ………………………………………………………………………………………………… pp. 69-74 Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom! Andrea Capozucca, Kristóf Fenyvesi, Eleonóra Stettner, Koji Miyazaki, Noriko Maehata, Christopher Brownell, Matias Kaukolinna, Osmo Pekonen and Zsolt Lavicza * All published papers are referred, having undergone a double-blind peer-review process.

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CONTENTS Proceedings of ICAS 2020

Workshop Papers Workshop 20-01 …………………………………………………………………………………… pp. 77-79 Video material development process for understanding the blind. BF BOOKS, Braille Publishing Co., Ltd., Korea

Workshop 20-02 …………………………………………………………………………………… pp. 81-82 To become a youth outside school. Tae hee Jeon

Workshop 20-03 …………………………………………………………………………………… pp. 83-84 Building a Copvalent Bond Molecule Model with 4DFrame. Yonggeun Yun

Workshop 20-04 …………………………………………………………………………………… p. 85 Collecting Drinking Water Using GeoGebra and 4DFrame. Jun Hyoung Kim

Workshop 20-05 …………………………………………………………………………………… p. 87-91 Understanding 3D shapes through origami. Eunice Moon

Workshop 20-06 …………………………………………………………………………………… p. 93 A case study of student-centered convergence education using 4DFrame Young-Ae. Shin

Workshop 20-07 …………………………………………………………………………………… p. 95 Developing ‘Untact’ Learning Program with 4DFrame: Learn-ch Box Delivery Service Hyo-Sook Yang

Workshop 20-08 …………………………………………………………………………………… pp. 97-99 Game of Algebra with J_algebra tile. Minju Jeong

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CONTENTS Proceedings of ICAS 2020

Workshop 20-09 ………………………………………………………………………………… pp. 101-102 Combining Mathematical Thinking and Coding into Chemistry Domain. Jaeyoung Wi and Sungki Kim

Workshop 20-10 ………………………………………………………………………………… pp. 103 STEAM Education with 4DFrame Yong-Bo Kwon

Posters ** Poster 20-01 ………………………………………………………………….…………………… pp. 107-108 A qualitative study on the perception of secondary special teachers applying discussion-oriented convergence education program Yoonho Sin and Seoung-Hey Paik

Poster 20-02 ………………………………………………………………….…………………… pp. 109-112 Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears Seoung-Hang Lee and Young-Jin Kim

Poster 20-03 ………………………………………………………………….…………………… pp. 113-115 An Analysis of Domestic Research Trends of the Music-centered Convergence Education Saerom Im, Youngwook Song, Seoung-Hey Paik, and Kyunghoon Min

Poster 20-04 ………………………………………………………………….…………………… pp. 117-118 REBOT : Don’t throw it out, create robots! Á kos Vecsei and Gábor Vecsei

** All published papers are referred, having undergone a double-blind peer-review process.

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CONTENTS Proceedings of ICAS 2020

Posters *** Poster 20-05 ………………………………………………………………….…………………… pp. 119-120 The impact of design thinking-based convergence classes on creativity Song, Ga Young

Poster 20-06 ………………………………………………………………….…………………… pp. 121-122 Analysis of Research Trend on Convergence Education in Korea Jae-Jun Lee

Poster 20-07 ………………………………………………………………….…………………… pp. 123-124 The Storytelling of A.I. and Convergence Education Hyunshik Ju

Poster 20-08 ………………………………………………………………….…………………… pp. 125-126 Robotics as a tool for learning STEAM with students’ at risk of exclusion Martha-Ivón Cárdenas, Jose M. Diego-Mantecón and Teresa F. Blanco

Poster 20-09 ………………………………………………………………….…………………… pp. 127-128 Exploring Strategy of Core Competency Assessment in 2015 Revised National Curriculum using EyeTracking: Focused on the Knowledge-Information-Processing Competency Minje Jang

Poster 20-10 ………………………………………………………………….…………………… pp. 129-132 On the School Art Space for Creative Convergence Education Kim SunYoung and Yu Dukyu

Poster 20-11 ………………………………………………………………….…………………… pp. 133-134 The Development of STEAM Education Material Using Reflection of Light Se-Hwan Yoon, Seoung-Hey Paik and Kwang-Su Ryu

*** All published papers are referred, having undergone a double-blind peer-review process.

CONTENTS Proceedings of ICAS 2020

Poster 20-12 ………………………………………………………………….…………………… pp. 135-136 A Study on the Development of Personality Factors for 6th graders in Elementary School through the Cooperative Learning-Based Convergence Education Program Go kyoung Kim and Seoung-Hey Paik

Poster 20-13 ………………………………………………………………….…………………… pp. 137-138 Case study on student autonomy activity from the perspective of convergence education: For elementary school students in higher grades Yeo, Iju

Poster 20-14 ………………………………………………………………….…………………… pp. 139-140 A study on Teaching Interactive art for improving Convergent Thinking abilities based on Arduino: Focusing on Middle school Ju-hee Koo

Poster 20-15 ………………………………………………………………….…………………… pp. 141-142 The Effect of Convergence Play Program on the Personality of Infants Gayeong Kim

Poster 20-16 ………………………………………………………………….…………………… pp. 143-144 Development of teaching materials to promote system thinking in chemistry classes Chulyong Park and Seoung-Hey Paik

Appendix Why ICAS is held? ……………………………………………………………………………….…… p. 147 Main topic: Borderless Connectivity ……………………………………………………...………..… p. 147 Call for Paper …………………………………………………………………………….…..….……… p. 148 Presentation Awards ……………………………………………………………………………….…… p. 150 Conference Program ……………………………………………………………………….……..…...… p. 151 Conference Organization …………………………………………………………………….…………. p. 155 Contact Us ………………………………………………………………………………………………. p. 156 xvi

Rahma Suwarma, I., Widodo, A., & Kadarohman, A. (2020). Embedding creative thinking skills on undergraduate students through STEM course, In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 1-6).

Embedding creative thinking skills on undergraduate students through STEM course a

Irma Rahma Suwarma , Ari Widodo , and Asep Kadarohman * a

Universitas Pendidikan Indonesia, Dr. Setiabudhi No 229, Bandung, 40154, West Java, Indonesia

Abstract: Rapid technological advanced has been impacting the education frameworks around the world. The increasing of robotics, artificial intelligences, big data, internet of things generate reformation in the curriculum on defining student’s learning outcomes that should fulfill the demands of the worldwide workforce. One of the learning outcomes is students should have creative thinking skills in solving problems. We developed a STEM course to create students who can solve problems in multi-discipline integrative thinking. It was developed as an effort in embedding creative thinking skills on students. A theme of this course discusses ‘advanced materials’ that were focusing on the application of Arduino-UNO in solving daily problems. This is a single case study on undergraduate students’ creative thinking skills profile in generating solutions to observed daily problems. They are 50 students who take STEM course as a compulsory subject in the first semester. They were divided into ten groups and showed ten different creative thinking skills profiles. It results that most groups showed an emerging level of creative thinking skills.

Keywords: Creative thinking skills, STEM course, Arduino-UNO.

1. INTRODUCTION

creativity in higher education, especially in teacher students who will hold an essential role in improving students’ creativity in the future. Most science teachers said that they faced difficulties in generating STEM learning that can improve students’ creativity [10]. They perceived that not all contents in Indonesia National Curriculum could be embedded in STEM-based learning [11], and need continuous training programs to improve the pedagogy skills in implementing STEM-based learning. These facts drove us to produce creative teacher students by developing a STEM course. It also triggered by the current global workforce demands of creative thinking skills.

There are many definitions of creativity, none of which is universally accepted [18]. It is a complex thing that can not be assessed by a single tool. When it is assessed, it means it assesses its characteristics. Recently, studies of creativity characteristics are famous among education researchers. Some were developing an instructional design to build creative thinking skills [1][2][3], it showed that problem based instructional design could build creative thinking skills better than the conventional instructional design. Some were developing assessment tools to observe its characteristics based on self-report data and rubric sources[4][5]. Creativity studies in Indonesia were conducted in some elementary and secondary students. The results showed that elementary students had low creative thinking skills and its different in every grade level; the higher the grade level, the greater the creativity score[6][7]. For secondary students, it was found that the implementation of STEM-based learning has a major impact on the improvement of students’ creative thinking skills [8][9]. However, there are not many studies of

2. THEORETICAL FRAMEWORK 2.1 STEM Course Science, Technology, Engineering, and Mathematics (STEM) course is one of the compulsory subjects that should be taken by first-semester undergraduate students in Science and Math Education Faculty at Universitas Pendidikan Indonesia (UPI). This is an interdisciplinary course that integrates STEM discipline to remove the traditional barriers erected between the four disciplines. It involves science and engineering practices through the problem and project-based learning methods to build literacies and skills. If it is expected that the students will be literate in Technology and Engineering in science learning then they should have real experience through science learning that addresses the particular needs and

__________ Manuscript received June 3, 2020; revised June 20, 2020; accepted June 26, 2020.

 Corresponding author Tel.: +62 857 2298 5471; e-mail: Irma.rs@upi.edu

Rahma Suwarma, I., Widodo, A., & Kadarohman, A.

interests of individual students. So that in this course students were given global STEM issues in energy and advanced material. They were challenged to observe and find the problem on their surroundings related to the issues after they got a lecture about it. In all lecture sessions, it used media and technology because it could help students understand the scientific and engineering concept and improve students’ motivation [12]. This paper will be focused on the “advanced material” issues. Rapid technological advanced has been impacting the human lifestyle around the world. The increasing of robotics, artificial intelligences, big data, Internet of things generates idea to invite “advanced material” issues in these courses. The technology that we induced was Arduino-UNO. The Arduino Uno is a microcontroller board based on the ATmega328 (datasheet). It has 14 digital input/output pins (of which 6 can be used as PWM outputs), 6 analog inputs, a 16 MHz ceramic resonator, a USB connection, a power jack, an ICSP header, and a reset button. It contains everything needed to support the microcontroller; simply connect it to a computer with a USB cable or power it with an AC-to-DC adapter or battery to get started [13]. The Uno differs from all preceding boards in that it does not use the FTDI USBto-serial driver chip. Instead, it features the Atmega16U2 (Atmega8U2 up to version R2) programmed as a USBto-serial converter. "Uno" means one in Italian and is named to mark the upcoming release of Arduino 1.0. The Uno and version 1.0 will be the reference versions of Arduino, moving forward (Fig.1).

discipline views. After that students asked to observe and find the problem in their surroundings that could be solved using sensor, actuator, and Arduino-UNO. After they found the problem, they were asked to propose the solution idea and consult it with the lecturer. If it is possible to be done, then they could make the design and prototype. The detail of the learning activities of this course is described in Table 1. Table 1. Learning activities of STEM Courses Meeting Students’ Activities Understanding the fact-finding of automation technology in daily life and industry, how it 1st works, and the function. Understanding the principal work of Arduino-UNO Practice using Arduino-UNO in creating a simple electric circuit and the traffic light system. nd 2 Home Project: identifying problems in their surrounding (neighborhood or university environment) Present the problem that was found and 3rd proposed the solution idea by embedding Arduino-UNO Design and present the solution’s prototype. 4th Home project: creating and testing the prototype Present the progress of the project, analyze 5th and discuss the lack of the prototype then redesign it to optimize its work. 6th Recreating, retesting the prototype 7th Present the final report of the project Sharing the project result to the community th 8 by creating video then uploaded in YouTube

2.2 Creativity There are some definitions of creativity. For instance, Brandt (1986) defined creativity as a personal way of using and directing your own abilities; Marianne Guldbrandsen (as cited in Peter Bell, [14]) defined creativity as the generation of new ideas either by new ways of looking at existing problems or seeing new opportunities. John Penick [15] wrote that in the process, a creative person might restructure the problem rather than merely seeking a solution to the problem presented. A question to stimulate creativity must require and allows multiple possible answers and demand action. Torrence[16], who has developed tests of creative thinking, describes creativity as being responsive to problems, insufficiencies, lack of information, unavailable elements and inconsistencies and as identifying challenges, searching for solutions, making predictions, building hypothesis regarding deficiencies or changing hypothesis, choosing one of the solution methods and trying, trying again and presenting the results afterward. Moreover, Torrence and Goff (1989) stated that creative thinking is not a singular talent; but it

Figure 1. Arduino-UNO There were several definitions of media. Media could be brought to the classroom through visuals, sounds, smells, and tastes. It could also be brought as technology or using technology [12]. In this research, it was limited to the media as technology, where the media in STEMbased learning that focuses to complement students' understanding by creating its media as a prototype of the proposed solution. Students were guided to build a prototype of their proposed solution related to the problem that they found. The course of ‘advanced material’ issues consists of eight learning activities. In the first meeting, students analyze the data, facts, and impact of advanced technology in daily life that given by the lecturer. Then in the second meeting students got the information of Arduino-UNO, sensor, and actuator application in multi-

Embedding creative thinking skills on undergraduate students through STEM course

contains many talents within. Taking something from its simple form and detailing, enriching, and developing that something and describing it differently than others and conventional ways is characteristics of creativity. There are several ways to assess creativity. It depends on how do we assess the concept of creativity that we refer to. Torrance developed the instrument to assess the ‘capacity of creativity’, which is TTCT (Torrance Tests of Creative Thinking). He developed two forms of creative thinking test; verbal and figural. Torrance’s main focus was on understanding and nurturing qualities that help people express their creativity. The tests were not designed to simply measure creativity, but instead to serve as tools for its enhancement. He suggested the following uses for the tests: a) to understand the human mind and its functioning and development, b) to discover effective bases for individualizing instruction, c) to provide clues for remedial and psychotherapeutic programs, d) to evaluate the effects of educational programs, materials, curricula, and teaching procedures, and e) to be aware of latent potential. The scoring systems refer to five subscales below: a. Fluency: The number of relevant ideas; shows an

design, notwork prototyp e

Flexibility

ability to produce a number of figural images. b. Originality: The number of statistically infrequent ideas; shows an ability to produce uncommon or unique responses. The scoring procedure counts the most common responses as 0 and all other legitimate responses as 1. The originality lists have been prepared for each item on the basis of normative data, which are readily memorized by scorers. c. Elaboration: The number of added ideas;

Adapted from Torrance's creativity definition, we develop a rubric of creative thinking skills (RCTS) to assess students’ creative thinking skills based on their ideas, design, and prototype. There are four aspects; fluency, flexibility, originality, and elaboration. Each aspect consists of indicators that define the characteristics of the creative thinking skills level. It was categorized into not yet evident, emerging, expressing, and excelling. Table 2 describes the rubric description. Table 2. Rubric creative thinking skills description

Fluency

Emerging

Expressing

Excelling

Propose a small number of idea,

Propose numbers of the idea, detail

Propose a large number of idea,

Elaboration

The idea, design, prototyp e include a concept of one disciplin e

more detail design, workwell prototype

Produce a rigid idea, design, prototype

Produce a variety of idea, design, prototype

Combine a variety of ideas, design, prototype

The idea, design, prototype is less expected from other group ideas without neglecting the basic principle

The idea, design, prototype is most unique from other ideas without neglectin g the basic principle

The idea, design, prototype combine concepts of two discipline

The idea, design, prototype integrate the multidiscipline concept

The idea, design, prototype has less common with the other group

The idea, design, prototype combine concepts from one discipline

This is qualitative research with a case study method. The purpose is to find out students’ creative thinking skills when joining STEM course as a compulsory subject for the first semester students. The sample is one class of 50 undergraduate students that were divided into ten groups. It was chosen purposively from 16 classes of the course. The students come from 6 different majors (physics, biology, chemistry, mathematics, computer science, and science education). Each group consists of 5 students from different majors so that hopefully they can share their ideas from a different point of view based on their major. The source of data comes from observation and interview of proposed solution ideas and prototype. It was assessed using the developed rubric (RCTS) and analyze descriptively based on the interactive data model, such as data presentation, conclusion drawing, and verification.

d. Abstractions of Titles: The degree beyond labeling; based on the idea that creativity requires an abstraction of thought. It measures the degree a title moves beyond concrete labeling of the pictures drawn.

Not yet evident Propose one idea, undetail

Originality

The idea, design, prototyp e is the same as the other group

design, and worked prototype

3. METHOD

demonstrates the subject’s ability to develop and elaborate on ideas.

Category Aspect

Produce classic idea, design, prototyp e

less detail design, less work of prototype

4. RESULTS AND DISCUSSION The creative thinking skills came when students were challenged to observe and find the problem in their surroundings then proposed the idea solutions. They 3

Rahma Suwarma, I., Widodo, A., & Kadarohman, A.

found the problem related to the application of advanced material issues so that it should be a complex daily problem that needs to be solved using high technology. They should understand the work and function of sensors, actuators, and the internet of things. Creative thinking skills also needed when they build the prototype of its solution. It should be convinced that it works in solving the problems as it designed. Since the Arduino-UNO is invited in every solution, students need to choose other specific materials that can support the solution idea. A list of the materials was introduced and explored in the first and second meetings of the lecture. The choice of materials and their correlation to the problems also assessed as one of the creative thinking skills indicators. The creative thinking skills profile that assessed based on RCTS toward the problem, proposed idea, design, and prototype is described in Table 3.

integration of STEM discipline on the idea when they are interviewed in the presentation session. This level category suggests that characteristic of creative thinking skills can often be observed in the group’s typical behavior. The identified problem by group (1) is related to pets. They said that nowadays more and more people are raising pets, either as housekeepers like dogs or even raising animals as playmates like cats. However, it cannot be denied that many people did not have time to feed their pets because of their activities. Therefore, these animals become neglected, and it even death. So, they proposed an idea to create an automatic pet feeder by integrating Arduino-UNO. They draw a detailed design and the prototype can work well even though using simple media. Group (2) found that problems relating to the energy crisis are often the subject of discussion among Indonesian citizens in the 21st century. By using advanced materials in the form of Arduino and some media such as PIR sensors, jumper cables, and LEDs a device can be made in the form of motion detectors that can save energy. They didn’t present the detailed design; it only focused on the program flow chart. It is not a new idea in daily life, and they did not add new material to the prototype. Group (3) suggested that feeding a fish is a must thing that the fish keeper has to do, the fish keeper’s busy life became one of the main reasons for forgetting the feeding time. This tool aims to help the fish keeper in feeding the fish by integrating the Arduino-UNO, servo module, and RTC module in a special container that has been filled with fish food. It is designed to spin at 8.00 am and 5.00 pm, so the food will fall. The testing media is 95x35x35 cm aquarium consists of thirteen baby fish. They analyzed that from two times of feeding the fish in a day, there’s no fish food left and it means that the fish ate all the food. Meanwhile, at three times of feeding the fish in a day, there’s a fish food left in the aquarium and it means that two times feeding is enough. The prototype was well created even though it is not fulfilling a sellable criterion. Group (4) observed that most accidents generally occur on the highway. There are still many road users who do not obey traffic lights, for example, motorists who break traffic lights and pedestrians who cross without seeing the traffic lights. Nearly 65 percent of victims of traffic accidents are pedestrians. They have proposed an idea to make a tool that can facilitate pedestrians to cross the main road and to minimize accidents on the highway. They design an interactive traffic light by creating a button to control the traffic light. If the button is pressed, it will activate a red light for vehicles and green lights for pedestrians. It is a common tool in daily life; however, they can create a brief prototype using simple media. Group (5) identified that some people can sleep with the lights off, but there are also some people who cannot sleep when the lights off. They turn on the lights when they sleep; it is a waste of energy. Therefore, they decided to make an automatic sleep lamp to save energy.

Table 3. Creative thinking skills (CTS) profile CTS Group (1)

Product theme pet feeder

Idea

Design

Prototype

Expressing

Excelling

(2)

energy saver

Emerging

(3)

fish feeder

Expressing

(4)

traffic light

Emerging

(5)

sleep Lamp

Not yet evident

Emerging

(6)

recap tool

Emerging

Expressing

(7)

trash bin

Emerging

(8)

gas detector

Emerging

Expressing

(9)

lamp

Emerging

Expressing

clothesline protector

Expressing

Excelling

(10)

Not yet evident

Table 3 described that 2 groups showed ‘not yet evident’s of creative thinking skills characteristics. The proposed single idea that is classic, and the same as the other group in another class. Furthermore, based on the interview on the presentation session, they can not explain its multidiscipline concept that integrated on the idea. In this level category, indicates that, in relation to information from the data sources, the group's present level of performance does not reveal characteristics or behaviors that are consistent with the selected definition of creativity. There are 5 groups in the emerging level category of the idea. It indicates that there is limited evidence of creativity characteristics in the group’s present performance. The ideas are in common and it is rigid in design and prototype. This idea already exists in daily life. They didn’t make a lot of change from the original idea. The interview results told that the idea combines concepts from one discipline point of view. Finally, there are 2 groups that showed expressing the level of creative thinking skills characteristics. The idea is less expected from other groups, it new and less common found in daily life. They can explain the 4

Embedding creative thinking skills on undergraduate students through STEM course

They used Bluetooth sensors on this Arduino. It connected to an Android-based application on the user's phone. After connecting, users can set a timer on the application to determine when the lights will turn off. When the timer has been determined, the application will send a signal to the Bluetooth sensor, which will be forwarded to Arduino. After that, Arduino will give a signal to the lamp. Even though it’s not a new idea, they applied Bluetooth sensors to enhance the exiting technology. Group (6) created a tool that can simplify the process of recap data in the library. The tool’s name is Recap Data of Library Visitors use RFID. It can handle problems that often occur in the process of recap data, such as stacking queue because recap data still were done using pen and paper. In addition, this tool works replacing paper so that no paper waste occurs and can directly save visitor data on the computer in MS. Excel. The main components of the tool are Arduino Uno R3 and RFID MFRC522 module. The RFID module serves to detect the identity card that has the RFID chip in it which will then be translated by the Arduino using the Arduino application. Once the card is detected, using PLX-DAQ that reads the chip from the card, the identity shown on the card is stored in Ms. Excel. Group (7) thought that the reluctance of someone to open trash because they feel dirty or disgusted. So that, to solved the problem, they applied advanced materials to dry bins to work automatically. They created a simple prototype using a small trash bin, but it cannot work well in the presentation session. Group (8) analyzed that the rise of fire accidents caused by leakage and explosion of LPG gas cylinders lately, become a scary thing for gas users. The absence of a reminder makes many people do not know if there is a gas leak because the gas cannot be seen. This group proposed a gas detector that is expected to be useful for the community. Although the idea is common, the design in detail and the prototype can work well. Group (9) informed new breakthroughs in technology that can benefit human life in the modern era. The idea is to turn on the lights using the hands’ clap twice. This is based on their own experience, which sometimes feels difficult to find a light switch when the room is dark. With this idea, they will no longer have trouble finding a light switch to turn on the lights when the room is dark. Only by clapping twice, the lamp will automatically turn on by itself. They used a sound sensor that works to detect clapping sounds. The last, group (10) told a problem experienced by many people, especially housewives, which is about drying clothes, the problem is caused by seasonal changes that can make clothes wet back, so they made an innovation, CLOPRO (Cloth line Protector), which is a protective tool for drying clothes from the rain. CLOPRO roof will close automatically when the sensor detects water, so this tool will protect the clothes. The CLOPRO miniature framework was created using 4DFrame (Fig. 2). The designs adjusted to the clothesline on the market so that it can use more effectively and

simply. The reason they use 4DFrame is to make it easier than string and it easier on calculating the scale between the miniature and the actual tool. They chose the suitable media on prototype because 4DFrame was designed to simpler the building processes. It is low technology but has high technology ‘taste’. Furthermore, it can improve the mathematical ability and attitude of young children [17].

(a) (b) Fig 2. (a) Arduino-UNO circuit, (b) 4DFrame prototype Based on those characteristics, most groups showed the emerging level. Treffinger [18] said that the instructional options or services associated with gifted/talented programming would not be appropriate for the student at the present time. Again, it is possible to define learning activities that would be appropriate for the student at this level, and it would be appropriate to adopt a "watch and wait" strategy, monitoring the student's on-going performance for indicators of increasing confidence and competence in creativity-related behavior. However, based on the prototype works, some of the groups were in expressing level. It can be suggested that they need certain kinds of services may be particularly appropriate. Students who are expressing creativity characteristics regularly in their performance certainly demonstrate a need for activities and services that are appropriate and challenging in relation to their creativity. Whether or not those are considered "gifted education services" may depend on the specific programming model the school uses as much or more as it reflects a certain level of "creative ability" in the student. In many ways, the difference between the "expressing" and "excelling" levels may often be related to opportunities and instruction. 5. CONCLUSION Instructional learning in STEM course was developed to train students’ creative thinking skills. It is started when students asked to find the problem in daily life and proposed the solution ideas. The results showed that most students were in emerging level, and some of them were in expressing level. This data should become a consideration for developing learning instruction in the class to build better creative thinking skills. Thus, we recommend more emphasizing students’ creativity profile before planning the lesson to design the best learning instruction. 6. FURTHER RESEARCH 5

Rahma Suwarma, I., Widodo, A., & Kadarohman, A.

Collaborative Problem Solving (CPS) skills in this course will be studied in the future. The students’ attitude in a collaborative setting environment might influence the students' achievement in solving the problem and producing the prototype.

[11]

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B. Bengli (2015). Creative and critical thinking skills in problem based environment learning. Journal of Gifted Education and Creativity, 2(2), 71-80 December, 2015 http://jgedc.org DOI: 10.18200/JGEDC.2015214253 [2] E. Ersoy, N. Başer (2013), The effects of problembased learning method in higher education on creative thinking. World Conference on Educational Sciences - WCES 2013. Procedia Social and Behavioral Sciences 116 (2014) 3494 – 3498. Published by Elsevier Ltd. [3] H. Awang, I. Ramly (2008). Creative thinking skill approach through problem-based learning: pedagogy and practice in the engineering classroom. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol: 2, No: 4. [4] Chua Yan Piaw (2010). Building a test to assess creative and critical thinking simultaneously. Procedia Social and Behavioral Sciences 2. 551– 559 [5] K. Shively, K. M. Stith, L. D. Rubenstein. (2018). Measuring what matters: assessing creativity, critical thinking, and the design process. SAGE Journals Volume: 41 issue: 3, page(s): 149-158. [6] W. Hanifah, S. Subiyantoro, Muzzazinnah (2019). Creative thinking skills in science lesson in elementary school. Advances in Social Science, Education and Humanities Research, volume 397. [7] B. Subali, P. Paidi, S. Mariyam. (2017). Mapping elementary school students' creativity in science process skills of life aspects viewed from their divergent thinking patterns. REiD (Research and Evaluation in Education), 3(1), 1-11. doi:http://dx.doi.org/10.21831/reid.v3i1.13294. [8] N. Putri, D. Rusdiana, I.R, Suwarma (2019). The comparison of student creative thinking skills using CBL implemented in STEM education and combined with PSL worksheet in Indonesian school. Journal of Science Learning. 3(1), 7-11. [9] A.S, Prakoso, I.R, Suwarma, Purwanto (2016). Profil keterampilan berpikir kreatif siswa pada pembelajaran IPA berbasis STEM. Prosiding SNIPS, pp. 54-59. [10] I. Kaniawati, I.R, Suwarma, L. Hasanah, N.Y, Rustaman, E. Nurlaelah, (2016). Challenges in developing engineering class design at middle classroom to improve science, technology, engineering, and mathematics (STEM) education. International Conference on Innovation in

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Engineering and Vocational Education (ICIEVE 2015). Atlantis Press. I.R, Suwarma, Y. Kumano (2019). Implementation of STEM education in Indonesia: teachers’ perception of STEM integration into curriculum. Journal of Physic Conference Series. 1280(5) 052052. I.R, Suwarma, I. Kaniawati (2019). Engaging students in STEM based learning through media and technology. Journal of Physic Conference Series. 1204(2019) 012054. J. Call Quer (2014). Arduino- Octopart. Downloaded from https://datasheet.octopart.com/A000066-Arduinodatasheet-38879526.pdf. Bell. P, (2010). Assessing creativity in design: Emerging themes for engineering, Higher Education Academy Engineering Subject Centre, ISBN 978-1-904804-83-3 (online). Penick. J.E, (1995). Creativity and the value of questions, Chapter 8 in Yager. R.E(ed): STS as reform in science education, New York: SUNY Press

[16] Torrance, E.P, Safter. T. H, (1999). Making

the creative leap beyond. The Creative Education Foundation Press, New York. [17] H.S. Yang, Y.S. Park, K.H Cho, (2018). The effect of mathematical activities using 4D-frame on young children’s ability and attitude toward mathematics. Journal of Korea AcademiaIndustrial cooperation Society. Volume 19 No. 8. pp. 146-159. [18] D. J. Treffinger, G. C. Young, E. C Selby, C. Shepardson. (2002). Assessing creativity: A guide for educator. Center for creative learning Sarasota Florida. Irma Rahma Suwarma received the Ph.D. degree in Science Education from Department Information Science and Technology, Shizuoka University. Her research interests include STEM education, creative thinking skills, collaborative problem solving, and multiple intelligences. Ari Widodo Ari Widodo is a professor in science education at Universitas Pendidikan Indonesia, Bandung – Indonesia. His main research interests are constructivism and conceptual change, teaching and learning process, and teacher professional development. Asep Kadarohman has been involved with studies recognizing students' abilities to work through synthesis organic pathways. He is a professor in chemistry at Universitas Pendidikan Indonesia and had become president of the university (20172020).

Graham, C., & Longchamps, P. (2020). Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 7-14).

Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden Charlotte Graham a and Philippe Longchamps a * a

Bilingual Montessori School of Lund, Margaretavägen 1, 22240 Lund, Sweden

Abstract: To integrate the evolution of technology as an integral part of any History curriculum is to literally sow seeds of creativity in the students’ minds. When new concepts related to science, technology, engineering, arts and mathematics (STEAM) are taught while using a multidisciplinary pedagogy together with an active learning approach, ideas that might have a considerable impact on the emerging environmentally sustainable economy of the future can flourish in the students’ imagination. With a case study from Bilingual Montessori School of Lund in Sweden (BMSL), we will attempt to demonstrate how the different concept acquisition skills needed to apply the theoretical aspects of history and other non-STEAM related school subjects are akin to an understanding of the creative process that led to technological evolutionary patterns. We will endeavour to demonstrate that by adopting a holistic approach while using 4DFrame it is possible to stimulate analytical and creative thinking, but most importantly, to develop a deeper understanding of historical and technological concepts and their relationships with one another, while creating a stimulating multidisciplinary teaching and learning environment. In order to illustrate this, we will use this case study to demonstrate where the boundaries between science, technology, engineering, art, and mathematics are overlapping to such an extent that they can perfectly fit in a chronological historical narrative where technical innovation is at the heart of the evolution of civilisation, while preparing our students for the challenges of tomorrow. By using the example of the 4DFrame prototype of the Wind Powered Seed Drill we will illustrate how this approach to active learning generates sustainable learning and creative thinking. Keywords: 4DFrame, Active learning, History, Technology, Pedagogy, Convergence, Creativity 4DFrame mechanical devices while focusing on the connectivity of ideas in a multidisciplinary pedagogy. .

1. INTRODUCTION This case study attempts to investigate how history and technology teachers can integrate the five essential aspects of STEAM™ education at the core of their respective classes while using 4DFrame as a pedagogical tool. 4DFrame is an original educational material invented by Mr. Ho-gul Park in South Korea. It consists of plastic tubes and connectors and is used to create 3D shapes that can also be put in motion. STEAM™ strives to develop an educational model of how the traditional academic subjects of science, technology, engineering, arts, and mathematics can be structured into a framework by which to plan integrative curricula and thus create a more holistic, integrative education [1]. By endeavouring towards a more active form of learning and teaching, we will seek to demonstrate how our students integrate what they have learned in other school subjects to build

2. BACKGROUND Georgette Yakman describes STEAM™ as: "Science & Technology, interpreted through Engineering & the Arts, all based in Mathematical elements. […] as a way to teach how all things relate to each other, in school and in life”, and it is further defined as being the subjectareas of Science and Technology “interpreted through Engineering and the Arts, all based in Mathematical elements” [2]. 2.1 STEAM™ According to Deron Cameron, STEAM™ represents a paradigm shift from traditional education philosophy, based on standardised test scores, to a modern ideal which focuses on valuing the learning process as much as the results. “In essence, we dare our students to be wrong, to try multiple ideas, listen to alternate opinions and create a knowledge base that is applicable to real life as opposed to simply memorising facts for an exam” [3].

__________ Manuscript received June 3, 2020; revised June 21, 2020; accepted June 26, 2020.

 Corresponding author Tel.: +46-708-144-066 e-mail: philippe.longchamps@bmsl.se

Graham, C., & Longchamps, P.

productive and enjoyable, they need to experience the connection between different subjects and their respective curriculums. Furthermore, active learning takes place when students can generate their own connections, questions, and solutions. One of the strongest findings in the learning sciences is that “recall and comprehension are greater if learners are frequently required to produce ideas rather than exclusively receiving information from an instructor or textbook” [6]. In other words, active learning can be described as an efficient way to stimulate the mind, not only the memory.

2.2 4DFrame The students at BMSL have already been using 4DFrame in their classes for a few years. As educators, we always strive to further develop our students’ general knowledge, culture, and competence level, partially with the use of 4DFrame material which arguably offers an enhanced learning experience. Furthermore, the Swedish school curriculum actively encourages teachers to use a more holistic approach when teaching which can in many ways be facilitated by the use of 4DFrame. Many have stated that “exploration and hands-on experience is the most effective learning activity for creative education” [4] and this paper will postulate that at least partly owing to the use of 4DFrame materials, our students have been able to show better assimilated knowledge and in a more sustainable work process. The advantage of the 4DFrame material compared to more traditional school material such as egg cartons, paper, glue, and PET bottles is that 4DFrame makes the procedures more natural and mathematically correct. Students will quickly learn that their models will be much stronger and more stable if they build with equilateral triangles with 60 degree angles instead of long straight pipes. With the 4DFrame material, students can also work with mechanics in a different way than with, for example, LEGO where the mechanical parts are already completed.

Fig 1. Levels of knowledge retention [7] Among other things, the imparting of active learning strategies can prove beneficial as it will help create a “positive learning environment, it allows direct interaction between lecturers and students, it promotes an open minded ideology, it will teach students to respect someone else's opinion and enhance communication skills whilst allowing participants to personally engage with the learning activities” [8].

While engaging in a multidisciplinary pedagogical methodology, students are encouraged to conceptualise some inventions of a specific era that has been studied historically while using 4DFrame as part of a multidisciplinary History and Technology class. In this manner, the students can be graded on their progress theoretically and practically as they develop their analytical skills while observing old sketches from famous sources of inspiration whilst also being encouraged to be creative. As a representation of this, 4DFrame has been utilised to help pupils gestate certain important breakthroughs in technology, as for example James Watt’s invention of the steam engine, pistons, and gearboxes, and to understand how simple cogwheel systems work. After a 4DFrame workshop, our students may effortlessly fathom the inner workings of all of these important inventions.

2.4 Bilingual Montessori School of Lund BMSL’s Montessori, multilingual & multidisciplinary profile is the perfect environment for pedagogical experiments such as these. We can show that it brings results, because our students learn to make connections between different disciplines and, crucially, they learn to see a bigger picture instead of focusing or specialising on specific details [9]. This way, they develop a broader perspective and they have a more positive view of education. This is why using 4DFrame as a pedagogical tool to develop the concept acquisition skills of our students is at the heart of the advancement of STEAM™ education. The goal of the described experiments is to help our pupils to conceptualise some of the most important historical breakthroughs with hands-on 4DFrame workshops.

2.3 Active Learning Equals Sustainable Learning For decades, “there has been evidence that classroom techniques designed to get pupils to participate in the learning process produce better educational outcomes at virtually all levels and age-groups” [5], and the main assertion for active learning is that it aims to develop a pupil’s capacity for analysing information and applying it to real life dilemmas. To improve students’ understanding and make the learning process more

2.5 The Skill of a Teacher Other than all the factors mentioned above, one certainly needs to acknowledge the well documented [10] crucial role that the skill of the teacher has in bringing

Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden

In order to qualify, their wind-operated models had to function properly when put in front of a wind source such as an electric fan or a powerful hairdryer. In the form provided, the pupils had to describe the characteristics of their 4DFrame prototype, while highlighting the technical and scientific principles they had made use of. The jury awarded points for the quality of their construction and sketch, their creativity, their ability to work as a team as well as the mathematical and scientific principles used in their designs. The students were encouraged to use several different mechanical principles that they had learned about in the theoretical technology classes, such as cogwheels, levers, and gears.

about a deeper learning in their pupils. According to John Hattie “we work on the absurd assumption that all teachers are equal, which is patently not true” [11] and to learn to recognise excellence in teachers, we need a deeper representation of what that teaching quality entails, schools and society as a whole must “commit to recognising excellence with a coherent well integrated and high level of deep understanding about teacher expertise”. [12] 3. INTRODUCING THE CONTEST INSTRUCTIONS Enlightening Imagination is the Swedish National 4DFrame Qualification contest for the International Mathematics and Science Creativity Competition (IMSCC) finals which is held every year at the Gwacheon Science Museum in Seoul, South Korea. The Swedish contest is organised by the Managing Director of Nordic 4DFrame [13] Mariana Back and different science centres throughout Sweden [14]. This year’s contest was based on an original idea from the inventor of 4DFrame, Ho-gul Park. The goal was to emulate what was done by the participants of a previous experiencebased 4DFrame festival in South Korea. However, the original idea was to come up with creative designs to conceptualise a wind driven power turbine that could generate electricity. According to Ho-gul Park, the goal is “to learn to make energy using wind with the help of models made with 4DFrame tubes and connectors, and to understand how to make electricity with the help of the mechanical gears of a windmill” [15].

The participants were allowed to use a pencil, a ruler, and a pair of scissors and they were allowed to cut into the material. When their models were completed, all residual material was supposed to be put back in their respective plastic bags. Each team was also judged on the general tidiness of their workspace at the end of the contest. Some have argued that “to make multidisciplinary learning as effective as possible, it should occur in a realistic and applied setting” [16]. This type of opportunity for competition provided by the IMSCC is, to our pupils, just such a realistic and applied setting. The pupils are able to conceptualise their models as being representative of real objects, inventions that would work and be beneficial in the real world.

4. ANALYSIS OF COMPETITION OUTCOMES 3.1. Enlightening Imagination However, in this year’s Swedish version of the competition some elements were added to further stimulate creativity. The Enlightening Imagination “Wind Power Challenge” asked the students to build wind-operated devices, create a machine or construct an appliance that can be beneficial for our environment in the future. In contrast to Ho-gul Park’s original notion, the idea of generating electricity was replaced by the idea of saving energy while using wind power. The models created by the Swedish participants aged 13-14 were supposed to have at least one or more moving parts that can operate in any direction while interacting with each other with the support of wind power. The jury assessed how the models worked with the help of a wind source, such as an electric fan or a hair dryer. Each team of two participants received a competition kit with 4DFrame material. The participants had an hour and a half to complete the task of building a model, formulate an original name for it, write down and describe the technical and scientific principles used while suggesting creative alternative uses for their inventions, but very importantly, they needed to blue-print their models on an enclosed A3 form.

The most interesting aspect observed during the competition was that the participants were not only using the theoretical concepts they assimilated during their technology classes but, as a matter of fact, they were mostly inspired by things they have learned in other school subjects such as: Mathematics, Geography, Physics, History, and Home Economics. According to Senge [17], we are from a very early age “taught to break apart problems, to fragment the world. This apparently makes complex tasks and subjects more manageable, but we pay a hidden, enormous price. We can no longer see the consequences of our actions; we lose our intrinsic sense of connection to a larger whole. When we try to see the big picture, we try to reassemble the fragments in our minds, to list and organise all the pieces” [18]. The curricular concept of integrating or connecting school subject areas has gained significant attention in recent years as a plausible solution to developing a more relevant approach to teaching and learning and Wicklein and Schell [19] concluded that the “primary identified factors in succeeding with a multidisciplinary method of teaching consist of, firstly that each teacher must understand that the sum of their collective efforts can be more than the simple addition of multiple school subjects, and secondly, that the empowerment of teachers is most

3.2. Rules

Graham, C., & Longchamps, P.

likely to occur in organisations where participation, innovation, access to information, and accountability” [20] are encouraged. Furthermore, the successful multidisciplinary teacher needs the support of the school’s leadership and administrative staff so as not to be hindered by scheduling and location issues for example.

disciplines such as: History, Geography, Home Economics, etc.

5.2 Presenting Table Content and Data: Table 1. Achieved level of development during the contest.

5. ANALYSIS OF DATA AND OBSERVATIONS This year, at Bilingual Montessori School of Lund BMSL-, the 7th graders were divided into 18 teams of two while the 8th graders competed a few days later and were also divided into 18 teams of two for a total of 36 different constructions. Each team had the same starting kit, instructions, and material as described previously. As the students were building their prototypes and sketching them the teacher observed that most inventions had a clear ‘real world’ purpose and were either inspired by the United Nations Global Goals and/or by historical inventions the students have learned about during their history classes.

Number of teams competing Reaches level 1 Reaches level 2 Reaches level 3 Reaches level 4 Reaches level 5 Reaches level 6

The jury members Veronica Holmgren, Andra Covaciu, and Charlotte Graham tested each wind-powered device with a fan and eliminated every prototype that was not functional. In the end, the top five prototypes were put on a table for final evaluation. Meanwhile, the teacher in charge, Philippe Longchamps, who was not part of the jury, collected data about the types of constructions, their potential source of inspiration, and classified them as belonging to different levels of development as described below.

  

 

Grade 8

Total

12*

The example of the wind-powered seed drill will subsequently be used to illustrate how acquired knowledge in non-technology related subjects inspires creativity consciously or unconsciously (by osmosis). 5.4 The Winning Teams The jury selected one winner from grade 7 and one winner from grade 8 to go to the National Finals and both inventions respected all the different requirements of the contest. The prototype from the winning team from grade 7 was a wind-powered auto-cooker which clearly stated multiple United Nations Global Goals in their written description while their sketch was conceptualising their prototype accurately. Meanwhile, the winning team from grade 8 was clearly inspired by their history classes about the medieval Dutch windmill since they decided to build a wind-powered water pump.

5.1. Qualitative Levels of Development As a point of comparison, the constructions for each team were documented according to a series of levels of development. 

Grade 7

Level 1: The team managed to build a stable structure respecting basic scientific, technical, and mathematical principles. Level 2: The team managed to build a functioning wind turbine rotating freely in front of an electric fan. Level 3: The team managed to have another mechanical device freely interacting with the windshaft of their construction. Level 4: The team managed to have two or more mechanical devices freely interacting with each other, with at least two that are windpowered by the windshaft. Level 5: The team managed to define a clear purpose for their 4DFrame construction respecting the guidelines of the competition. Level 6: The team clearly demonstrates that they have been influenced and/or inspired by concepts acquired in other non-STEAM related

Furthermore, the students clearly stated multiple United Nations Global Goals in their respective descriptions as well. This shows that both winning teams included different aspects of what they had learned during their classes in Technology while integrating important aspects of Social Sciences such as History and Geography in their thought processes. This clearly demonstrates that the concepts acquired during their respective History and Geography classes were integrated sustainably. The subjective analysis of each level of development for every prototype built gives us a clear indication that a multidisciplinary approach to teaching Technology develops concept acquisition skills and that active 10

Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden

graders’ 4DFrame contest. These two pupils had learned about the original horse-drawn seed drill invented in the early 1700s during their history classes and by building a seed-planting 4DFrame device, they demonstrate that they understand the importance of this revolutionary historical invention whilst creatively developing it further for future real world utilisation.

learning arguably leads to more sustainable knowledge. Furthermore, by demonstrating how aspects of historical, geographical, and other non-STEAM related topics are integrated in the creative thought process, the participating students demonstrate that 4DFrame, as a pedagogical instrument for active learning, brings an added value to the advancement of STEAM™.

6.1. Interview with Amelie and Matilda When interviewed about their invention, the finalists Amelie and Matilda were able to skilfully articulate their original idea going into the competition as being “to make some kind of drill” and that their idea “developed as they were working on it”. They also iterated that a ‘mistake’ had helped develop their invention even further and that “their second prototype would be much better”. The pupils recognise that in their co-operation “one idea led to another” and that the competition-format is a great way to focus their attention on the task and to be more creative than they would otherwise be.

Fig.2. 4DFrame wind-powered organ for xylophones. 6. SPECIFIC EXAMPLE – SEED DRILL – A CASE STUDY

The above extracts from an interview [23] with two participants in the competition reveal the extent to which a multidisciplinary teacher can use important historical improvements in technology while challenging students to use their imagination to recreate, improve, develop or invent machines inspired by the technological devices they had previously learned about. The pupils taking part in the competition had previously also learned about the agricultural revolution, how it triggered the industrial revolution and how different inventions had a profound impact on the different civilisations from which they originated. Consequently, they attempted to apply a creative sustainable solution while using their imagination in order to solve the problems they had identified. The two pupils later developed their invention as having the added function of being used to plant trees. By using wind as a primary source of energy the pupils attempted to demonstrate and illustrate how their ideas for a future sustainable economy had been influenced by the historical inventions they previously learned about in their history class.

As mentioned previously, one of the most fascinating aspects that was observed during the Enlightening Imagination contest this year, was the fact that many teams competing in the creative competition came up with ideas that showed advanced creative solutions while using concepts from older inventions that the pupils had learned about during the previous chapters in their respective history classes. According to Klassen [21], a multidisciplinary study is studying a topic from the viewpoint of more than one discipline and solving a problem using a different disciplinary approach which is what our pupils were putting into action when they used inspiration from a historical invention which they previously learned about in their history lesson when creating a new invention for the contest. As the pupils gain hands-on experience in new subjects, their creativity can be enhanced. Once they leave school, they may become certified professionals that are ready to venture into innumerable fields and possibilities which in turn will boost their confidence in facing the real world. Being able to adopt borderless connectivity when electing to use the knowledge acquired in one subjectarea while studying another, is a revival of a far more inclusive and constructive pedagogy for the true holistic development of an individual. “Especially when integrating art education in other disciplines, artists need to be aware of multidisciplinary studies in today’s contexts as art cannot be alienated from Social Sciences, Politics, Literature, Cultural Studies and Design” [22]. This type of borderless connectivity was utilised in the example of the “Wind Powered Seed Drill” that was inspired by Jethro Tull’s invention. The prototype in focus was created by Amelie and Matilda in grade 8. Their invention made it to the jury’s top 3 in the 8th

Fig.3 Amelie and Matilda’s Wind Powered Seed Drill

Graham, C., & Longchamps, P.

To get this type of synergy through education it can be advantageous to use a chronological approach in teaching as the educational narrative will make apparent how ideas and technological devices are part of different cognitive, social, and cultural evolutionary processes. In this manner, pupils may learn to understand that nothing truly useful can be invented without prior knowledge of what has been invented before. It is on these grounds we argue that a chronological pedagogy highlighting the historical process leading to the improvement of technological devices is an essential part of the advancement of STEAM™ education.

This multidisciplinary approach contributes to our students’ ability to reach some of the Swedish National Agency for Education’s knowledge requirements for grade 9 [25], such as: “Teaching should give pupils the opportunity to develop their knowledge of historical conditions, historical concepts and methods, and about how history can be used for different purposes” [26]. Meanwhile, the participants complied with all the rules of the 4DFrame “Enlightening Imagination” contest and underwent a collaborative learning experience that contributed to the development of team-work abilities 7. DISCUSSION:

By understanding the processes that brought mankind from stone carving all the way to rocket science, it is easier to grasp the essential concepts when they are classified and organised using some type of timeline. The parallels between anthropology, history, and technological development are undeniable, and teaching history while using a chronological approach is a way to integrate multiple school subjects at once in a holistic manner which can advantageously be conjugated with Montessori based teaching methods. To use an old cliché; no one can know where they are going before knowing where they come from, and this can apply to technological innovation as well.

Hopefully, more research on this subject will be conducted in the future. It would be interesting to investigate if there are alternative explanations or other convincing conclusions or hypotheses for BMSL students’ success in different 4DFrame national and international competitions, and in the various Standardised National Tests year after year. One aspect of BMSL that should be considered in future research is the juxtaposition of Montessori pedagogy with the use of 4DFrame as a field of study for a thesis. We propose randomised controlled trials with groups of pupils using alternative teaching materials, such as 4DFrame. Thereupon measuring the learning outcomes in a quantitative manner, in comparison to the use of more traditional teaching tools. Generally, in more holistic education, teachers attempt to support learning while investigating how each discipline relates to each other and how they can provide support for cross-connections and deeper understanding. Connecting pieces together as applied with 4DFrame modelling can arguably stimulate the creation of new connections in and between the students’ minds. The multidisciplinary approach, which has been mentioned several times in this article, was already promoted early in the last century by educators from alternative schooling movements such as: Montessori, Waldorf, or Reggio Emilia. The most successful institutions of purposefully holistic education include Montessori and Waldorf. Maria Montessori attributed holistic learning theories to young children and said they needed to have a “prior interest in the whole; so that they can make sense of individual facts” [24]. Her educational system is one of the most successful systems of ‘holistic’ education established.

6.2 More Examples – Related to the United Nations Global Goals [24] As discussed earlier, some related examples of 4DFrame prototypes such as Juli & Elisa’s WindPowered Auto-cooker and Sofie & Hanna’s Wind Operated Water Pump demonstrate that they gained experience by building wind turbines made with 4DFrame equipment previously. While clearly describing in their sketch that they are aiming to solve some of the most important United Nations Global Goals they used theoretical aspects in their strategies and creative process. As an example, the 8th graders who had previously built 4DFrame Dutch windmills in class consequently remembered the historical and technological concepts of the evolution of water pumps. Despite the fact that they had learned that the Dutch windmills used Archimedes' Screws to irrigate the water of the Polders, they consciously made the choice to use another mechanical concept which they acquired in the study of history about the Industrial Revolution. Since 4DFrame material does not necessarily lend itself well to building a model conceptualising an Archimedes screw, the students applied the mechanical principles of the piston in order to build their prototype of a pump. In contrast, students in 7th grade who had previously experimented with 4DFrame windmills in a multidisciplinary music workshop developed the idea of creating a cooking appliance powered by the wind in order to help the poorest people who do not have access to electricity in developing countries. They found inspiration in the United Nations Global Goals as well as in their regular Home Economics courses.

A more holistic approach to education such as this might also contribute to the pupil’s ability to zoom out and see the bigger picture. Current and societal problems i.e. climate change are arguably the result of a fragmented rather than holistic approach. The solutions to such complex dilemmas may lie in understanding the complex interconnectedness of issues, systems, and societal challenges. Our sentiment is that Education needs to adapt and ensure that specialist knowledge is always applied in a broad contextual understanding. Will borderless connectivity lead to boundless creativity?

Innovation in convergence education; 4DFrame as a pedagogical tool for holistic active learning A case study from Bilingual Montessori School of Lund, Sweden

8. CONCLUSION REFERENCES To conclude, while highlighting the viewpoint that 4DFrame is an outstanding pedagogical tool to enhance the most active learning experiences and promote borderless connectivity, it literally encourages us to connect pieces as we are connecting ideas from different disciplines. With the help of a few examples including a specific case study, we illustrated how this type of convergence education can contribute to the advancement of STEAM™ education with 4DFrame as a pedagogical tool for holistic active learning.

[1] Georgette Yakman, (2008). ST∑@M Education: an overview of creating a model of integrative education, https://www.researchgate.net/publication/32735132 6_STEAM_Education_an_overview_of_creating_a _model_of_integrative_education [2] Ibidem [3] https://steamedu.com/ [4] Ho-gul Park (2009). The 3 Soil; 4DFrame. 4DLand (Inc.) 4D Mathematical Science Originality Institute, p. 41 [5] Freeman, Scott, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt and Mary Pat Wenderoth (2004). “Active learning increases student performance in science, engineering, and mathematics.” Proceedings of the National Academy of Sciences of the United States of America, vol. 111, no. 23, pp. 8410-8415 [6] Bertsch, Sharon, Bryan J. Pesta, Richard Wiscott, and Michael A. McDaniel (2007). “The Generation Effect: A Meta-Analytic Review.” Memory & Cognition, vol. 35, no. 2, pp. 201–210 [7] https://www.researchgate.net/publication/32131337 1_Identifying_the_Effectiveness_of_Active_Learni ng_Strategies_and_Benefits_in_Curriculum_and_P edagogy_Course_for_Undergraduate_TESL_Stude nts [8] Jamila Shaaruddin, Maslawati Mohamad (2017), Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students, Creative Education, 8, 2312-2324 [9] Longchamps, Philippe (2015). Multilingual Immersion in Education for a Multidimensional Conceptualization of Knowledge: A Case Study of Bilingual Montessori School of Lund, Malmö University Electronic Publishing. http://muep.mau.se/handle/2043/20207) [10] Hattie, J.A.C. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conferenc e_2003/4/ [11] Ibidem, p.15 [12] Ibidem, p.16 [13] https://www.nordic4dframe.com/ [14] For more information, see https://fssc.se/ [15] Ho-gul Park (2009). The 3 Soil; 4DFrame. 4DLand (Inc.) 4D Mathematical Science Originality Institute, p.63. [16] Robert C. Wicklein and John W. Schell (1995). Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science and TechnologyEducation, Journal of Technology Education, Vol. 6 No. 2, Spring, p. 73 rd

We propose that going forward, rather than expecting pupils to themselves recognise borderless connectivity spontaneously, we will commit ourselves to teach with an intentional focus on convergence and an intellectual and multidisciplinarian borderless connectivity. In doing so, we anticipate our pupils to broaden their horizons and see that knowledge is not at all one-dimensional and potentially nurture true polymaths. In fact, knowledge and learning when taught by the skilful teacher, is all one big composition, one glorious score, no matter how closely we examine the individual vocal or instrumental parts. Our study attempts to demonstrate that the more we use a holistic and multidisciplinary method in teaching, the more we can teach our students to zoom out and see the bigger picture: How each individual subject overlaps and interacts with one another in varying ways. We would encourage further research being undertaken into augmenting school-leaders’ ability to facilitate teaching excellence in the discussed subject-areas as well as the necessity for more studies on the effectiveness of pursuing a more multidisciplinary approach in education in general. By using active learning, we may create a new synergy in teaching and we attempt to equip our students with original creative ways of thinking that are essential for their future. We could conceivably state that with the new emerging and more sustainable and environmentally friendly economy, many of today’s pupils will enter the job market and start their professional careers with jobs that have not yet been invented. Jobs for a generation that regard technology as an extension of their own consciousness and identity, where the power of working collaboratively is the key to solving the world’s greatest challenges. Thus we acknowledge the importance of participating in the group developing competitions such as 4DFrame Enlightening Imagination as most future jobs will presumably be the fruit of our students’ own creativity.

In other words, as a result of this phenomenal borderless connectivity in pedagogy, we could argue that the businesses and enterprises of the future are already being moulded in the creative minds of our students today. 13

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[17] Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. NY: Doubleday/Currency [18] Ibidem, p. 3 [19] Robert C. Wicklein and John W. Schell (1995). Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science and TechnologyEducation, Journal of Technology Education, Vol. 6 No. 2, Spring [20] Ibidem p. 72 [21] Klaassen, R.G (2018). Interdisciplinary education: a case study, European Journal of Engineering Education [22] Priti Samyukta (2019). Multidisciplinary Approach in Art Education, International Journal of Scientific Research and Review, ISSN No.: 2279-543X Volume 07, Issue 05, May 2019 UGC Journal No.: 64650, p. 1607 [23] Interview conducted 2020-05-28 [24] https://www.un.org/sustainabledevelopment/ [25] https://www.skolverket.se/download/18.31c292d51 6e7445866a218f/1576654682907/pdf3984.pdf [26] Ibidem, p. 163 and, Longchamps, Philippe (2015). Multilingual Immersion in Education for a Multidimensional Conceptualization of Knowledge: A Case Study of Bilingual Montessori School of Lund, Malmö University Electronic Publishing. http://muep.mau.se/handle/2043/20207

[27] Maria Montessori, (1914), Dr. Montessori's own handbook, https://catalog.loc.gov/vwebv/search?searchCode= LCCN&searchArg=14010265&searchType=1&per malink=y

Charlotte Graham (Deputy Headmaster at Bilingual Montessori School of Lund, Sweden) received a BA (Hons) in Music from the University of Newcastle upon Tyne in the UK, a BA of Education from the Linnaeus University in Sweden and is currently completing the Headmaster Training Programme at Umeå University in Sweden. Her main areas of academic interest include facilitating teaching and learning through effective and progressive school leadership Philippe Longchamps (Teacher and Head of Department at Bilingual Montessori School of Lund, Sweden) Winner of the award “Teacher of the Year in Sweden 2020”, received a M.A. degree in History from UQAM in Canada, B.A. in Education at Malmö University in Sweden and a B.A. in History at Bishop’s University in Canada. Alumni of the Semester at Sea Program of the University of Pittsburgh, USA. His research interests include: multidisciplinary approach in pedagogy, multilingual education, concept acquisition skills and active learning.

Yi, S., & Lee, YJ.(2020). An Analysis of the Status of STEAM in Elementary and Secondary Informatics Korea National Curriculum In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 15-17).

An Analysis of the Status of STEAM in Elementary and Secondary Informatics Korea National Curriculum Soyul Yi a , and YoungJun Lee b* a

Post-Doctor, Korea National University of Education, Cheongju-Si, 28173, South Korea Professor, Korea National University of Education, Cheongju-Si, 28173, South Korea

Abstract: In order to foster talent in the 4th Industrial Revolution era, Korea emphasizes cultivating learners' computational thinking skills through the 2015 revised curriculum. Emphasizing software education and information education at the national level is not intended to foster learners with the ability to code or programming skills for computational thinking. This is to equip learners with the ability to creatively solve various academic problems. Although the effectiveness of STEAM (Science, Technology, Engineering, Art, and Mathematics) education in Informatics is recognized, research on the status of STEAM education in software education and informatics curriculum is incomplete. Therefore, in this study, we analyzed the currents status of STEAM education in software education and informatics. As a result, it was found that there would be no practical suggestions and there were no specific suggestions for detailed plans or applications for STEAM education in the elementary, middle, and high school national curriculum. Thus, we suggested that the development of inter-subject mapping materials for STEAM education and it is necessary to be provided active and concrete STEAM education plans and methods.

Keywords: Software Education, Informatics, 2015 Korea National Curriculum, STEAM education

1. INTRODUCTION

computational thinking is not limited to software education. In addition, the secondary informatics subject discusses the cultivation of computational thinking skills that creatively solve problems in real life and various academic fields based on the basic concepts and principles of computer science in the characteristics of the subject (Ministry of Education, 2015). The STEAM(Science, Technology, Engineering, Art, Mathematics) education in software education and informatics is at the center of convergence education or integrational education in various academic fields. The software education and informatics in the 4th Industrial Revolution era in the 21st century not only have utility as a single subject, but are also used as tools in other subjects, and are fully proven to be valued for education by converging with other subjects (Kim, 2013; Heo., & Seo, 2018). However, researches on the status of STEAM education in software education and informatics national curriculum is not conducted. Therefore, this study intends to consider the current status of STEAM education in software education and informatics 2015 national curriculum in Korea and draw implications accordingly.

The importance of computational thinking is emphasized as a core competence for the human resources of the 4th Industrial Revolution (Wing, 2006). Computational thinking is a procedural thinking ability that can effectively and efficiently solve a problem by using the capabilities of a computing system (Lee. et al., 2014). In Korea, in order to foster computational thinking, the 2015 revised national curriculum emphasized software education (Ministry of Education, 2018). The software education which is policy term is related to informatics or programming education and coding education. Emphasizing software education and informatics at the national level is not intended to foster learners with the ability to code for computational thinking. In the teaching and learning methods and precautions of software education in elementary school, __________ Manuscript received June 03, 2020; revised June 20, 2020; accepted June 26, 2020. This research was supported by Basic Science Research Program through the National Research Foundation of Korea(NRF) funded by the Ministry of Education(No. 2019R1I1A3A01060920)

ď&#x20AC;Ş Corresponding author Tel.: +82-011-418-8525 e-mail: yjlee@knue.ac.kr

Yi, S., & Lee, YJ.

presented as essential learning contents such as content elements and functions to be learned.

2. STEAM in Elementary School Software Education Curriculum

4. STEAM in High School Informatics Curriculum The software education in elementary school practical arts curriculum was organized in 17 hours in the 5th-6th grade band (Ministry of Education, 2015). The contents standard table in the elementary practical arts, the understanding of software in the “Technical system” area, procedural problem solving, and programming elements and structures are the content elements corresponding to software education. The function and structure of the robot, which is the content element of the “Technical utilization” area, differs depending on the researcher, but in the information subject, it tends to be interpreted as a part corresponding to the physical computing education part of informatics. There are no clues to STEAM education in the achievement standards and its explanation that correspond to the standard of the above content. And it is suggested that only one sentence out of a total of seven instruction of teaching and learning methods and procedures related to the achievement criteria relating to software education be convergence or integration with other subjects (Ministry of Education, 2015). It shows how to use software education for STEAM education by indicating that computational thinking can be cultivated across all subjects. However, since detailed methods for STEAM education such as specific utilization methods and convergence methods are not presented, it is unlikely that the sentences can be applied to textbooks or educational sites.

The subject characteristics of the informatics curriculum as a general high school elective course is almost the same as the content linkage with the middle school informatics curriculum is specified. However, there are some differences in the learning objectives of the curriculum according to the school level. One of the learning objectives shows as follows: ‘…It focuses on developing informatics technology utilization skills, computational thinking, collaborative problemsolving skills to solve not only basic problems in realworld problems but also complex problems in various academic fields.’ In the content standard table of the high school informatics curriculum, there is no part as same as the software education of elementary school and middle school informatics, that is not explicitly presented the STEAM education, and also the reason is same as other school levels. 5. CONCLUSION It is suggested that only one sentence out of a total of seven teaching and learning methods and procedures for achievement standards corresponding to software education in elementary school practical art national curriculum should be converged with other subjects. Computational thinking is cultivated throughout the whole subject, but there is no detailed method like how to use it and how to fuse it. This can be a challenging task for teachers or educators and researchers who need to teach in the educational field. This ambiguity will make it difficult for those who practice or study education to interpret the curriculum, making it difficult to implement STEAM education directly. Therefore, it is necessary to expand the specific methods and applications in the curriculum, and to cultivate creative and convergent talents, items related to the STEAM education method should be added. In the middle and high school informatics national curriculum, STEAM education is suggested in terms of personality, goals, and teaching and learning methods, but it is unlikely to be practically helpful because there is no detailed presentation on specific methods and applications. Therefore, the following plans are required so that concrete plans and STEAM education can be used in the curriculum. It is necessary to develop inter-subject mapping materials for each subject of STEAM education. Through this, it could be considered as reference material for STEAM education by educators and teachers in the educational fields. Also, to actively attempt STEAM education, it will be necessary to present detailed measures in the explanation of achievement standards, teaching and learning methods, and notes.

3. STEAM in Middle School Informatics Curriculum In the middle school informatics curriculum, the 34 hours of the 1-3rd grade band is organized (Ministry of Education, 2015). The informatics subject makes students to be cultivated computational thinking skills to creatively and efficiently solve problems in various academic fields and enables learners to creatively and converge to solve problems in other disciplines such as science, humanities, and arts using computer science. Also, as the goal of informatics, '… Based on the basic concepts and principles of computer science and computing technology, it focuses on developing the ability to cooperate and creatively and efficiently solve real-world problems and various academic problems.' In the content standards of the middle school informatics curriculum, the contents of STEAM education are not explicitly provided the same as in the software education of elementary school. The content standards consist of the highest subject content category (domain), the basic concept or principle of the subject (core concept), the generalized knowledge, and grade band that students should know in the subject domain. It can be interpreted as because only core parts are 16

An Analysis of the Status of STEAM in Elementary and Secondary Informatics Korea National Curriculum

In further, we will design and develop the STEAM curriculum in informatics considering suggestions in this study.

[7] Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum. ISBN 1944835008. [8] Wing, J. (2006). Computational thinking. Communications of the ACM, 49 (3). [9] Zais, R. S., (1976). Curriculum: principles and foundations. Harper & Row: New York.

REFERENCES [1] Ministry of Education (2015). 2015 Revised Practical Arts (Technology and Home), Information and Curriculum. Ministry of Education Notification No. 105-74 [2] Ministry of Education (2018), 2015 Revised Elementary and Secondary School Curriculum. Ministry of Education Notice No. 2018-162. [3] Hye-young Kim (2013). Suggestions for the direction of convergence education and the design of basic convergence curriculum for the systemization of convergence education. Liberal Arts Education Research, 7(2), 11-38. [4] Young-jun Lee, Sung-hye Baek, Jae-hong Shin, Heon-chang Yoo, In-ki Jung, Sang-jin Ahn, Jungwon Choi, Sung-gyun Jeon (2014), Basic Research for Introduction to Computational Thinking in Elementary and Middle School Levels. Korea Science Foundation. [5] Young-jun Lee., et al. (2018). SW, mathematics, science convergence teaching, learning materials development, dissemination research. Korea Science Foundation. [6] HeoOk Heo., and JeongHee Seo (2018). Exploring the development plan of domestic SW education teacher education through overseas case review. Educational Engineering Research, 34(3), 711-741.

Soyul Yi received a B.S degree in Elementary Education from Chuncheon National University of Education, Korea, in 2007. She received a M.S degree and Ph.D. in Computer Education from Korea National University of Education, Korea, in 2017 and 2020. She is interested in Software Education, Informatics, Computing-related Education, Teaching efficacy and Teachers' Training Course.

Youngjun Lee received a B.S. degree in Computer Science from Korea University, Korea, in 1988. He received a Ph.D. degree in Computer Science from the University of Minnesota, Minneapolis, in 1994. He is currently a Professor in the Department of Computer Education, Korea National University of Education. His research interests include intelligent system, learning science, informatics education, technology & engineering education

Sya’bandari, Y., Ha, M., Lee, JK., & Shin, S.(2020). Are Gender and Academic Track Related to Attitude toward Convergence? A Study Focused on High School Students. In SH. Paik, KH. Cho, M. Ha, & YH. Kim(Eds.). International Conference on the Advancement of STEAM 2020: Borderless Connectivity (pp. 19-21).

Are Gender and Academic Track Related to Attitude toward Convergence? A Study Focused on High School Students Yustika Sya’bandari a , Minsu Ha a, Jun-Ki Lee b, Sein Shin c* a

Kangwon National University, Chuncheon-si, Gangwon-do, 24341, Republic of Korea b Jeonbuk National University, Jeonju-si, Jeollabuk-do, 54896, Republic of Korea c Chungbuk National University, Cheongju-si, Chungcheongbuk-do, 28644, Republic of Korea

Abstract: Encouraging students to have a positive attitude toward convergence is crucial to prepare future generations with the ability to solve various and complex problems. This research aims to examine high school students' attitudes toward convergence and its relation to gender and academic track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students respond to the twenty-three items covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, and cluster analyses. The result reveals that high school students' interest and self-efficacy towards convergence are significantly related to gender and track. Female students show significantly higher interest, yet they have lower self-efficacy. Additionally, science track students have significantly higher interest and self-efficacy than humanities students. Finally, customized learning is proposed to improve students' attitudes toward convergence. Keywords: attitude toward convergence, gender difference, humanities track, science track

Improving students' attitudes toward convergence has been one of the crucial issues in science education. In spite of its various problems, preparing students' positive attitudes toward convergence is one of the essential ways to encourage students to grow into future generations with the ability to solve creatively various complex problems.

1. INTRODUCTION Problems in our daily life are getting complex and they can be dealt with by pulling together insights, techniques, and approaches from different disciplines [4]. Knowledge integration is getting a keyword for the 21st century because it can unify the learning approach that fosters the connections among disciplines in order to build new knowledge in the form of “integrative” concepts. Additionally, knowledge integration has also been recognized as a critical issue of innovation challenge to solve scientific and societal problems. An innovative study that connects disciplines through the scope of convergence. Most countries have made significant efforts and investments through convergence. The term STEM or STEAM has become a trend in current education. Nonetheless, the complexity of its approaches, sociocultural influences, and students’ attitude toward convergence has become the issue that keeps remaining to be discussed by many researchers.

Socio-cultural issue such as gender and the academic track has also been a significant issue in this field of study. Therefore, this study investigated the high school students' attitude toward convergence and its relation to gender and academic track. 2. PURPOSE This research focused on the following research objectives:

__________ Manuscript received June 3, 2020; revised June 20, 2020; accepted June 26, 2020.

 Corresponding author Tel.: 82-33-250-6730 Fax. 82-33259-5600; e-mail: yustikasya@gmail.com



To analyze the validity of the instrument of students' attitudes toward convergence.



To explore the relation of gender and track to students' attitudes toward convergence.



To classify students based on attitude toward convergence. 3. METHODOLOGY

Syaâ&#x20AC;&#x2122;bandari. Y., Ha, M., Lee, JK., & Shin, S.

towards convergence was generalizable both for males or females in humanities or science class [1].

3.1 Participant Data were collected from 1,186 Indonesian high school students in tenth (10th) and eleventh (11th) grade. A total of 570 (48.06%) were representative of the humanities track, and 616 (51.94%) were representative of the science track. In terms of gender, students consisted of 471 (39.72%) male and 712 (60.03%) female students.

4.2 The relation of gender and academic track on students' attitude toward convergence

3.2 Instrument The instrument administered was the attitude toward convergence instrument for a high school student developed by Shin et al. [6, 7]. It consists of five constructs of attitude: knowledge, personal relevance, social relevance, interest, and self-efficacy. Twentythree items were graded in the 6-point Likert scale from strongly disagree (1) to strongly agree (6). 3.3 Data Analysis This study performed IRT Rasch analysis for the validation of the instrument. The multivariate twoways ANOVA used to analyze the effect of gender and academic track on students' attitudes toward convergence. Additionally, the multivariate cluster analysis was performed to classify students.

Figure 1. The relation of gender and track in five dimensions

4. RESULT AND DISCUSSION

There is a significant impact of gender on the interest and self-efficacy dimension. Concerning the academic track, it is also reported a significant impact of the track on social relevance, interest, and selfefficacy. As is presented in Figure 1, females have higher interest than males both in humanities and science classes. It is interesting to note that females have lower self-efficacy than males both in humanities and science classes. Female students engage more when they learn together in collaborative learning [8]. However, they have less confidence in convergence [3]. Indonesia is a Muslim majority country, which firmly adheres to cultural values. There is gender bias embedded in the culture, which shapes the behavior of how males and females should be. The masculinity stereotyping regarding science are pervasively embedded in society's cognition. With respect to academic track, science students have significantly higher scores in interest and selfefficacy. Science is one of the tracks that involves many collaborative activities, and it might influence positively the students' attitude towards convergence. Collaborative learning can provide a learning experience for students by effectively implementing knowledge integration [10].

4.1 The validity of attitudes toward convergence instrument The result reveals the infit and outfit MNSQ values range from 0.72 to 1.38 logit in knowledge construct, 0.80 to 1.16 logit in personal relevance construct, 0.78 to 1.24 logit in social relevance construct, 0.91 to 1.08 logit in interest construct, and 0.76 to 1.11 logit in selfefficacy construct. Overall, the MNSQ value ranged from 0.7 to 1.4, which indicated no misfitting item. No misfitting item means that the attitude towards convergence instrument fits the Rasch model [11]. The items did not need to be revised because every item had a rational function to measure what should be measured. The good fit also indicates that items can consistently interpret the students' responses, and each of the items can contribute to the construction of the measurement [1]. With respect to reliability, each dimension has fair to excellent criteria based on Fischer [2]. The item reliability value was more than 0.90, while the person reliability was categorized as fair. It indicates that the items and student abilities are consistent enough even if repeated in another test taker with the same ability and instrument with the same difficulty [9]. Finally, no DIF item was detected in this research, meaning that the instrument of students' attitude

4.3 The classification of students based on attitudes toward convergence 20

Are Gender and Academic Track Related to Attitude toward Convergence? A Study Focused on High School Students.

[5]

Park, S., & Kim, Y. (2008). Applying petri nets to model customized learning and cooperative learning with competence. International Journal of Computer Science and Network Security, Seoul, 8(2), 127-132. [6] Shin, S., Ha, M. S., & Lee, J. K. (2014a). Difference analysis between groups and the generalizability of the instrument for measuring high school students' attitude toward convergence. Journal of Learner-Centered Curriculum and Instruction, 14, 107-124. [7] Shin, S., Ha, M., Lee, J. K., Park, H., Chung, D. H., & Lim, J. K. (2014b). The development and validation of instrument for measuring high school students’ attitude toward convergence. Journal of the Korean Association for Science Education, 34(2), 123-134. [8] Stump, G. S., Hilpert, J. C., Husman, J., Chung, W. T., & Kim, W. (2011). Collaborative learning in engineering students: Gender and achievement. Journal of Engineering Education, 100(3), 475497. [9] Tornabene, R. E., Lavington, E., & Nehm, R. H. (2018). Testing validity inferences for Genetic Drift Inventory scores using Rasch modeling and item order analyses. Evolution: Education and Outreach, 11(1), 6. [10] Willey, K., & Gardner, A. (2012). Collaborative learning frameworks to promote a positive learning culture. In 2012 Frontiers in Education Conference Proceedings (pp. 1-6). Piscataway, NJ: IEEE. [11] Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370.

Figure 2. The classification of students Based on findings, it is revealed three types of the group according to students' attitudes toward convergence, they named as High-Knowledge Convergence (HKC), High-Interest Convergence (HIC), and Low Self-Efficacy Convergence (LSeC). It is suggested to provide a program of customized learning to improve students’ attitudes toward convergence. Customized learning might let the teacher adjust the learning process based on students' various needs and their abilities to provide an effective environment for education [5]. Customize learning is related to the differentiation instruction program where the instruction is designed based on “whom the teacher teaches”. REFERENCES [1]

[2]

[3]

[4]

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer Science & Business Media. doi: https://doi.org/10.1007/978-94-007-6857-4. Fisher, J. W. (2000). Objectivity in psychosocial measurement: what, why, how. Journal of Outcome Measurement, 4(2), 527-563. Jordan, K., & Carden, R. (2017). Self-efficacy and gender in STEM track. Modern Psychological Studies, 22(2), 8. National Research Council. (2014). Convergence: facilitating transdisciplinary integration of life sciences, physical sciences, engineering, and beyond. Washington, D.C: National Academies Press.

Yustika Sya’bandari is an Indonesian, pursuing a Master's degree at Kangwon National University. Her research experiences mostly about students’ attitudes on learning STEM and relation with its psychological and socio-cultural aspects. Particularly, She is interested in the cognitive biases in learning such as essentialism, which pervasively can drive students’ belief of individual characteristics as natural (e.g., gender) that might limit students in pursuing STEM.

Nurlaelasari Rusmana, A., Sya’bandari, Y., Qurota Aini, R., Rachmatullah, A., & Ha, M.(2020). Promoting Indonesian students' attitudes toward science through Korean STEAM education. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 23-25).

Promoting Indonesian students' attitudes toward science through Korean STEAM education Ai Nurlaelasari Rusmanaa, Yustika Sya’bandaria, Rahmi Qurota Ainia, Arif Rachmatullahb, and Minsu Haa* a

Kangwon National University, 1, Kangwondaehak-gil, Chuncheon-si, Gangwon-do, 24341, Republic of Korea b North Carolina State University, Raleigh, NC 27695, United States

Abstract: In the globalization era, engaging youth in science and technology is a joint responsibility across nations. The inclusion of art to STEM (STEAM) can improve students’ interest in learning science. This study is an investigation of the effects of Korean STEAM education on Indonesian students’ attitudes towards science. Six hundred eight Indonesian middle school students participated in this study. Their attitudes toward science were assessed before and after the program with the 5point Likert scale of Behavior, Related Attitudes, and Intentions towards Science (BRAINS) survey. Gender data were collected as well, and the students’ attitudes were further analyzed using a person measure produced from IRT Rasch analysis. Results showed that Korean STEAM improved students’ behavioral and normative beliefs about science while it decreased the control belief, suggesting that the program had positive impacts on the students’ beliefs about the importance of science and convinced them to pursue science-related careers. However, the lesson is likely more difficult than Indonesian science learning, and thereby the students’ confidence declined after the program. Gender is successfully being a predictor variable for intention and normative dimension. Furthermore, based on clustering analysis, the changes in the students’ attitudes toward science following the program are classified into three groups, and this classification will enable future researchers to design and develop programs that promote positive attitudes toward science. Keywords: attitude towards science, BRAINS, Korean STEAM, Indonesian students.

transformation. A survey found that most South Koreans showed a strong interest in and had positive attitudes toward science and technology [4]. Also, South Korea actively participates in the globalization agenda for escalating science education quality across the world and enhancing youth engagement in science. The Korean Ministry of Education (MOE) facilitates a global exchange program that enables Korean scholars to deliver Korea’s best science practices to other countries. In this study, STEAM education that is recognized to improve students’ interest in learning science [5] were delivered to Indonesia. The program did not only introduce integrated Korean science but also promote Indonesian students’ interest in science and their positive attitude about science. Two research questions were proposed in this study, which is 1) to what extent might the Korean STEAM education promote the Indonesian middle school students? and 2) what are the characteristics of the students’ changes in attitude toward science after the program?

1. INTRODUCTION The rapid development of science and technology in the globalization era entails youth’s interest and engagement in STEM development and careers [1][2]. The massive distribution of intellectual resources in globalization suggests that human empowerment in every corner of the world is a joint global responsibility [2]. Researchers [3] proposed that individual empowerment through globalization will only be successful with educational development. Therefore, to engage youth with science across the globe, the cross-country educational development programs in science education is important. South Korea is a developed country that is recognized for its advanced science and technology, which supported its rapid socio-economic __________ Manuscript received June 3, 2020; revised June 20, 2020; accepted June 26, 2020.

2. METHOD

 Corresponding author Tel.: 82-33-250-6730 Fax. 82-33259-5600; e-mail: msha@kangwon.ac.kr

The participants of the study were 608 middle school

Nurlaelasari Rusmana, A., Sya’bandari, Y., Qurota Aini, R., Rachmatullah, A., & Ha, M.

students. They were 46.9% were male, 52.1% were female, and 1% did not report. A one-group pretestposttest quasi-experimental design was performed to assess the effects of the Korean STEAM on Indonesian middle school students’ positive attitudes toward science. They were asked to complete the BRAINS survey both before the program began and at the end of the program. The BRAINS instrument is a validated instrument used for measuring the attitudes toward science [5]. It consists of 30 items on 5 five dimensions: attitude, behavioral belief, control belief, intention, and normative belief. For each item, the student indicated to what extent they agreed or disagreed on a 5-point Likert scale. To answer the first research question, we ran repeated-measure ANOVA. For the second one, by using gain scores, we categorized the students based on their change in attitude towards science during the program using “Mclust” package in R.

significant impacts on only two dimensions, intention (F [1, 600] = 5.446, p < 0.05, ηp2 = .009), and normative belief (F [1, 600] = 4.189, p < 0.05, ηp2 = .007) with small effect sizes. In the intention, male and female students showed opposing changes while males’ scores increased, females’ scores decreased. On the normative belief dimension, male students’ scores increased dramatically, reach closer to female students’ scores. 3.2. Classifying the students’ based on their changes in attitude toward science after the program The three-group cluster was chosen for classifying the changes in students’ attitudes toward science during the program (BIC = -8519.16). Presented in Figure 2, Group 1 (29.3%) comprised the students whose scores increased on most of the dimensions after the program, called as Increased Trend (IT) group. In Group 2 (62%), as an overall, there was no significant change in these students’ attitudes toward science; named as Small Change (SC) group. Last, the scores in Group 3 (8.7%) declined on all dimensions and this was named the Decreased Trend (DT) group.

3. RESULTS 3.1. The effect of the Korean STEAM on Indonesian students’ attitude toward science The program had a significant impact on three dimensions of BRAINS. In detail, it had a small effect on the behavioral (F [1, 600] = 7.957, p < .01, ηp2 = .013) and normative belief (F [1, 600] = 6.182, p < 0.05, ηp2 = .010) with an increasing pattern and a medium effect on the control belief (F [1, 600] = 61.193, p < .01, ηp2 = .093) dimension with a decreasing pattern.

Figure 2. The Indonesian students’ attitude towards science in pretest and posttest during the program

4. DISCUSSION AND CONCLUSION 4.1. The effect of STEAM: which dimensions improved? Behavioral belief. The students involved in the program came to value science and science-related careers more. STEAM made them engage with lessons and it may strengthen their belief in benefit associated with science [6]. Normative belief. The increase could be attributed to students frequently talking about STEAM experience with their families given that Indonesia’s culture is collectivist [7]. Students felt supported by their families to engage in science and pursue sciencerelated careers. Control belief. After the program, students felt that

Figure 1. The Indonesian students’ attitude towards science in pretest and posttest during the program Shown in Figure 1, most female students’ scores on all dimensions were higher than male students’ scores both before and after the program. Yet, gender had 24

Promoting Indonesian students' attitudes toward science through Korean STEAM education

science was difficult; they were less confident about understanding and doing well on science tests even when they tried hard [6]. The gender was only a significant predictor of intention and of normative beliefs. On both dimensions, the female students’ scores were higher than male students’ scores, indicating that the girls intended to continue studying science and to pursue it as a career [6].

[2]

[3]

[4] 4.2. The students’ group classification based on their change of attitude towards science On the control dimension, the pattern in all three groups similarly reflected that Indonesian middle school students we studied did not recognize any control over their ability to master science. The students’ perceived lack of efficacy in science derived from the difficulty of Korean science lessons. Indeed, the experience of encountering difficulties in learning science is likely to influence subsequent attitudes toward science, particularly efficacy [8]. Moreover, more than half of the students who participated in the program (62%) were categorized in the SC group. In other words, STEAM had only a small impact on promoting Indonesian students’ attitudes toward science. It might because science in Indonesia is still often taught through traditional observation rather than experimentation and Korea’s science curriculum harnesses a wider variety of student skills that were likely difficult for the Indonesian students.

[5]

[6]

[7]

[8]

Ai Nurlaelasari Rusmana is a master’s student in the Department of Science Education at Kangwon National University in Chuncheon, Republic of Korea. Prior to pursuing a master’s degree in Korea, she graduated from the Biology Education program in Universitas Pendidikan Indonesia. Her research focuses on cognitive biases, particularly overconfidence bias in science education. She is particularly interested in designing an intervention program for reducing the overconfidence bias for pre-service science teachers.

REFERENCES [1]

Vocational Guidance, 18(2), 203-231. Chiu, M. H., & Duit, R. (2011). Globalization: Science education from an international perspective. Journal of Research in Science Teaching, 48(6), 553-566. Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330-363. KFASC. (2008). Survey of public understanding of science in Korea. South Korea: Korea Foundation for Advancement of Science and Creativity. OECD. (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and selfbeliefs. Paris: PISA, OECD Publishing. Summers, R., & Abd‐El‐Khalick, F. (2018). Development and validation of an instrument to assess student attitudes toward science across grades 5 through 10. Journal of Research in Science Teaching, 55(2), 172-205. Hofstede, G. & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (2nd Ed.). New York, NY: McGraw-Hill. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359373.

Shin, S., Rachmatullah, A., Roshayanti, F., Ha, M., & Lee, J. K. (2018). Career motivation of secondary students in STEM: A cross-cultural study between Korea and Indonesia. International Journal for Educational and

Lee, SH., & Kim, YJ.(2020). Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 27-30).

Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears Seoung-Hang Lee a* and Young-Jin Kim b a Dept. of Smart IT, Osan University, 45, Cheonghak-ro, Osan, 18119, Republic of Korea Dept. of ECE, Ajou University, 206, World cup-ro, Yeongtong-gu, Suwon, 16499, Republic of Korea

Abstract: Recent convergence engineering education lacks a convergent creative education model that converges various majors and enables the inclusion of different knowledge. Therefore, the study/development of a new curriculum that systematizes convergence curriculum and convergence engineering education to understand and actively access other fields is required. The 'Automata Production-Based IT Convergence Engineering Education Program' uses Automata that can control movement with pure mechanical devices and an embedded board (Arduino) that can be programmed with a computer. Motion control can be programmed in the most efficient way using machine control and computer program electronic control. This study reverse-engineered the vehicle's core mechanism (front suspension with differential and steering gear), produced a miniature model moving with wood, installed an Arduino board, installed and connected the input and output (ultrasonic sensor, servo motor) devices, and connected the computer. Programming with It is an IT convergence engineering education program that completes a self-driving car model. For the results of this study, the 'IT Convergence Engineering-Automotive Core Mechanism Production Program' was applied to verify the effect of improving students' self-directed learning ability.

Keywords: Arduino, Automata, IT Convergence Education, STEAM.

1. INTRODUCTION

professor shares the designated lecture time by dividing the designated convergence class time lack the close interaction between the professor and the student [2]. In order to maximize the effectiveness of the convergence engineering class, it is necessary to create value on its own and derive creative ideas linked to the expertise of each major. In order to develop this ability, students must face a variety of situations in the course of their experiments and have various experiences to actively solve the problems to be solved. These experiences naturally also connect with social experiences [3]. In this study, we develop an automata productionbased IT convergence engineering education program for university classes. This program uses Automata's design/production process and embedded board (applied to Arduino) to program. In the process, you gain active and problem-solving experience in a variety of situations. Through this program, it is expected that major subjects in various fields can naturally develop together. Also, through the IT convergence automata production process, we intend to contribute to the education of creative convergence engineering talents by improving students' self-directed learning ability and creative thinking ability.

Recently, Korean universities are also implementing new convergence education that recognizes the need for creatively fused and insightful talents and opens individual academic doors to think from a more comprehensive and creative perspective [1]. However, due to the understanding of convergence education and various real-world problems faced in the field of education, the development of innovative convergence engineering education has been continuously delayed. In Korean universities, most of the convergence liberal arts education and convergence major education is unclear in human resources and educational purposes, or convergence education in liberal arts education is just a simple curriculum development. In addition, in the method of organizing convergence education, a subject-centered and simple integration method is adopted. It has been criticized that the methods of applying the team teaching method in which the __________ Manuscript received June 4, 2020; accepted June 19, 2020.

ď&#x20AC;Ş Corresponding author Tel.: +82-070-8267-7436; fax: +82031-370-2699; e-mail: semid1@ajou.ac.kr

Lee, SH., & Kim, YJ.

2. BACKGROUND AND MOTIVATION 2.1. Structure and principle of Automata Automata can be divided into a mechanism box representing movement and a moving character portion that receives power. Mechanism part is a part that makes the motion into a continuous motion in a calculated form by an external force and is divided into a link part that connects the motion generated here to be transmitted to the character. These power transmission mechanical elements can be broadly divided into branches by constructing them inside the character as opposed to when they are outside the character. Most automata have a handle on the part of the mechanism box, and when you turn it, the mechanical device is activated and the character connected to the mechanical device moves.

Pin wheel

Differential gear Universal joint Fig. 1. First making process.

3.1.1 Design / Making parts (Fig. 1) Designed differential gear accessory pinwheel production-After design output with the gear design program, select a circle of a specific size, drill a 5mm hole in the gear teeth, and install a fixed 5mm thick cylindrical bar, respectively. Since the differential gears require four pinwheels, four are completed in the same size. After completing the pinwheel, wrap the outer case. Manufacture universal joint-It is an accessory to connect the power from the differential gear with wheel wheels. Universal joints are used because the wheels must be secured with continuous movement as they are connected to the steering system. Using the prepared drawings, wood, and precision processing.

2.2. Study motivation The advantage of education using automata is that various engineering education contents can be organically linked, thereby maximizing learning efficiency. Automata education not only learns to construct a simple mechanism structure from wood, but also develops a new design and new mechanism through the modeling process of observing, intuitively designing, and custom-creating the movements of specific organisms or machinery. It aims to develop convergence learning education that can be developed. The automata production-based IT convergence engineering education program is a combination of a programmatic combination of machine principles that can be controlled by machine elements and a computer-programmed embedded board (Arduino) that is applied to hardware for mechanically and electronically controlled movement. The purpose of this study is to research and develop for college students as a converged curriculum that can be controlled in an optimized way while learning the importance of linking software with software. Through a series of automata-based IT convergence engineering education programs, students set their own learning goals with convergent thinking on topics related to convergence, determine learning processes and learning resources, perform learning, and selfevaluate learning results. On the subject of applying the convergence talent education and expectation that the process can be improved, you will experience a new idea different from the previous ones, and experience of widening the mind of looking at things and phenomena from a different point of view and perspective [4]. It is expected that this can help improve self-directed learning and creative thinking skills.

3.1.2. Making / Part Assembly (Fig. 2) As you make accessories, you continue to modify the design drawing. Re-acknowledge the specifications of

Differential Joint fixing Steering Gear system Assembly assembly Fig. 2.and Second making process. the created parts start to assemble them in order. Expect movement through the assembly process, find and correct errors in designed drawings, or make new accessories. When assembling, the part that is fixed by the bond and the part that is not accurately distinguished. After assembly, recheck the range of motion. 3.1.3. Full Assembly / Programming (Fig. 3) Front suspension with differential and steering gearSolves each problem that arises during the automata

programming (Arduino)

Ultrasonic Circuit sensor, Servo connection and motor install operation test Fig. 3. Final making process.

assembly process. After the assembly and the range of movement are confirmed, select and install the sensor and output device to control the planned movement on the Arduino board, and then configure the circuit to connect the cables. When the hardware component is

3. PROPOSED AUTOMATA-BASED IT CONVERGENCE EDUCATION PROGRAM 3.1. Program 28

Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears

completed, it is programmed with a computer, uploaded to the Arduino board, and tested for operation.

engineering education program was developed and applied to classes. The research and development Table 1. Self-directed learning test results

4. RESULTS AND ANALYSIS

Divisi on

Automata production-based IT convergence engineering education program was developed and applied to students. The results of the study were analyzed by OO University students, first-year and second-semester students, and 74 students who completed the same curriculum in the first semester were randomly sampled, followed by an experimental group and a control group, followed by a post-test. Self-directed learning readiness scale (SDLRS) developed by Guglielmino, LM (1997) to investigate how self-directed learning skills have improved through automata-based IT convergence engineering education programs [5] The self-directed learning readiness scale questionnaire used in the previous study [6], which was used as the basis for the correction, was used. The test paper is composed of openness (1), selfconcept (2), initiative (3), responsibility (4), learning enthusiasm (5), future-oriented self-understanding (6), creativity (7), and self-assessment (8). have. The number of questions was 48 items in total, 6 items in each area, and was composed of a Liker-type 5-point scale. The reliability of this test strip was found to be Cronbach a = 0.941 as a post-test criterion. SPSS 18.0 was used to verify the experimental results. The average score and standard deviation between the experimental group and the control group were calculated and compared through an independent sample T-test, and the statistical significance level was set to 0.05.

(1) (2) (3) (4) (5) (6) (7) (8) SDLTR

Collective statistics Exp. Group 1, Control group 2 G N Average Standard Deviation 1 37 3.5405 0.57789 2 37 3.0676 0.53929 1 37 3.5676 0.49294 2 37 3.0495 0.63327 1 37 3.4144 0.53087 2 37 2.9820 0.59549 1 37 3.5676 0.41100 2 37 3.1081 0.65994 1 37 3.2703 0.60649 2 37 3.0090 0.70377 1 37 3.5450 0.64148 2 37 3.1757 0.67122 1 37 3.6802 0.41272 2 37 3.2838 0.56501 1 37 3.3378 0.63645 2 37 3.0495 0.58117 1 37 3.4904 0.39095 2 37 3.0907 0.50260

Independent sample t-test t p 3.640 3.640 3.926 3.926 3.297 3.297 3.595 3.595 1.711 1.711 2.420 2.420 3.446 3.446 2.035 2.035 3.819 3.819

0.001 0.001 0.000 0.000 0.002 0.002 0.001 0.001 0.091 0.091 0.018 0.018 0.001 0.001 0.046 0.046 0.000 0.000

program model developed two programs, the biomimetic IT convergence automata production program, and the automotive mechanism IT convergence automata production, and examined how the students trained through this process can influence self-directed learning ability and creativity improvement. The IT convergence engineering education program applied was the IT convergence automotive automata production program. The result of the study was statistically significant only in the experimental group that applied the automata production-based IT convergence engineering education program to college students, that is, the experimental group that applied the IT convergence automotive automata production program. Significant changes have been made in improving students 'self-directed learning ability, and it has been shown to have a partially positive effect on enhancing students' creative thinking ability. In the future, if research on convergence engineering education programs that combine automata and IT technology is continuously conducted, automata-based science, technology, culture, arts, and medical sciences will be able to dramatically contribute to the revitalization of IT convergence engineering. The next plan is the development of convergence engineering training based on the implementation of the biomimetic walking automata. This will also be converged with IT technology.

In Table 1, in the sub-categories of self-directed learning and learning, the average of the experimental group was higher than that of the control group. It can be judged that this proposed program learning had a positive effect on improving students' self-directed learning ability. In addition, as a result of the t-test, the value of t is lower than the significance probability (p <0.05) under the confidence level of 95% in openness, self-concept, independence, responsibility, selfunderstanding, creativity, and problem-solving ability. However, the value of t for enthusiasm in category (5) was 1.711, and 0.091 higher than the significance probability (p> 0.05) was found, which was not significant. In other words, the automata productionbased IT convergence engineering education program proves to have a statistically significant effect on improving the self-directed learning ability of experimental groups.

REFERENCES [1]

5. CONCLUSION Based on automata production, the IT convergence 29

Hee-jung Kim, Heon-seok Oh, and Do-yeon Kim (2013). â&#x20AC;&#x153;Design Principles and Working Mechanism of Convergence Talent Training

Lee, SH., & Kim, YJ.

[2]

[3]

[4]

[5]

[6]

Seoung-Hang Lee received the Master's Degree in IT Convergence from Ajou University, Gyeong-Gi, Korea. 2020. Currently, he is the CEO of the Automata Korea Design Center and an Adjunct Professor in the Department of Smart IT, Osan University, and Department of electric engineering, Ajou University. His research interests include automata-based creative convergence education, STEAM.

Curriculum,” Asian Education Research, 14 (2), pp.75-107. Young-joo Heo(2013), Exploring the problems and improvement plans of university convergence education. Tae-eun Kim et al. (2017). “In and out of the education community on the development of creative and convergent talents,” Korean Pedagogy Studies, 23 (2), pp.157-190. Talent Development Committee Report (2017). The future of engineering education in convergence education. Guglielmino,L.M.(1997). Development of SelfDirected Learning Readiness Scale. Doctoral Dissertation, University of Georgia. Dissertation Abstracts International. Hyunjoo Park (2009). The effect of POE instruction on self-directed learning ability and academic achievement in the electromagnetic domain of high school science. Korea University Graduate School of Education Master's Thesis.

Young-Jin Kim received the B.S. and M.S. degrees in electrical engineering and the Ph.D. degree in computer science and engineering from Seoul National University, Seoul, Korea, in 1997, 1999, and 2008, respectively. From 1999 to 2003, he was with the Electronics and Telecommunications Research Institute (ETRI), Daejeon, Korea. He was an Assistant Professor in the Department of Computer Science and Engineering, SunMoon University, Asan, Korea from 2008 to 2011. Since Sep. 2019, he is a Professor in the Department of Electrical and Computer Engineering, Ajou University, Suwon, Korea. His research interests include embedded systems and software, low-power technology, display systems and image processing, and creative convergence education.

Kim, YH., & Park, J. H.(2020). Developing Marker-Based Augmented Reality for Geographical learning. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 31-35).

Developing Marker-Based Augmented Reality for Geographical learning Young-Hoon Kim a* and Jeong Hwan Park b a

Department of Geography Education, Korea National University of Education, Cheongju, 28173, Republic of Korea b Daejeon Metropolitan City, 35242, Republic of Korea

Abstract: This paper discusses the potential possibility of the use of Augmented Reality (AR) for exploring geographical learning in the classroom. It also presents several exploratory examples, as a practical tool, in the use of Augmented Reality (AR) for geographical visualization regarding refinement of visual contents in geography textbooks and learning motivation of geography students. Currently, teaching and learning materials with AR technology and their utilization in the geography classroom have become a new topic in geographical research themes, and this trend has increased with digitalized teaching and learning materials. With adequate development and application of digitalized geographical materials using AR techniques into the school classroom, it is an important starting point and also necessary to discuss the practicability of AR-based teaching materials enabling to enrich and explore studentsâ&#x20AC;&#x2122; thinking manner, which at the end, contribute to expanding the extent of geographical education to which geographical learning themes into converged education research in geography can be also visible and actually achieved. Through this paper, therefore, the development processes of marker-based AR was proposed as an implementation of an AR application for teaching and learning geography class at school while the AR educational aspects in terms of exploring digitalized contents for interfacing on the digital textbook are also articulated in bridging between geography and other related subjects in school curriculums. Finally, this paper emphasizes that not only does AR useful for exploring geographical materials, but also the marker-based AR definitely confirm a new perspective of integrated educational contents such as geographical STEAM, with the trend of digital technology that has already been embedded into geography classroom, contributing to progress in spatial science and geographical education research. Keywords: Augmented Reality, Digital Contents, Geographical Learning, Marker-based AR, STEAM

1. INTRODUCTION

3D geographical visual materials for effective geography education has been recognized, and many discussions are taking place on such utilization and its effectiveness in actual geography lessons (Anthamatten and Ziegler, 2006). In addition, augmented reality (AR), with the use of wireless communication-based ubiquitous technologies and smart devices, provides a potential for new research, not only in geography education but also in general pedagogy, along with various research directions and topics (Chi, et. al., 2013; Wu, et. al., 2013). There are rising expectations for the application of AR in various fields of education, including geography education. There are also recent research and development efforts at authoring tools and educational contents that enable anyone to easily implement AR with simple markers in a general computing environment, without complicated tools (Thornton et. al., 2012; Dominguez, et. al., 2012). This study aims to present the development of AR contents within teaching tools and textbooks, along

Recently, there has been an increase in interest in the development and application of geographical contents that are suitable for smart education, which is expected to meet various requests and expectations from learners familiar with the digital environment and continue to expand. Moreover, there have been continued efforts on various levels to convey visual materials in textbooks through diverse information and communication technologies and the utilization of smart devices in geography classes. Visual materials in textbooks are important for materializing the learning experience that learners lack and motivating them, while also being effective in helping learners with spatial understanding. In particular, the need to utilize __________ Manuscript received June 04, 2020; accepted July 26, 2020.

ď&#x20AC;Ş Corresponding author Tel.: +82-43-230-3641; fax: +82-43231-4948; e-mail: gis@knue.ac.kr

Kim, YH., & Park, J. H.

with examples of spatial information contents for geography lessons, from the perspective of geographic education. For this purpose, this manuscript discusses the utilization of AR contents in textbooks by presenting cases of AR contents as geography teaching materials through a marker-based 3D object implementation method, using topography units in Korean high school geography textbooks as examples.

Figure 1, a topographic map displaying topography and land use around the Yeongsan River, a satellite photo of the Nakdong delta, and a photo displaying the Yanggu basin are presented as teaching materials. For this, the present study examines the applicability of AR

2. Backgrounds AR refers to computer interface technology that enables the presentation of mixed images consisting of the real-world images viewed by users and virtual world images; it allows users to interact with a computer by manipulating 3D virtual objects (Milgram, et. al., 1994; Azuma, 1997; Klopfer, 2008). Milgram (1994) used the term ‘mixed reality’ to distinguish AR from virtual reality based on the mixed ratio between virtual information and real information. Azuma (1997) defined the augmented reality system as a computing system that combines real and virtual images; is interactive in real-time with the user, and is registered in 3D space. Therefore, positive effects can be expected from using AR as visualization material since it displays objects based on the real world (Kaufmann, et. al., 2005; Kerawalla et. al., 2006; Arvanitis, et. al., 2007; Chen, et. al., 2011). This AR can be used in diverse manners as geography learning contents, from a method that uses a marker as a control point to match virtual information with real information to the recently emerged markerless-based and location-based smartphone applications.

Fig. 1. An example of topographic feature contents and its sample page in the geography textbook. as teaching materials through the implementation of 3D objects for the visual materials presented on the corresponding pages.

3. Development of Marker-Based Visual Materials for geographical learning 3.2. Development environment of AR contents Teaching materials that appear in textbooks include charts, maps, figures, photos, and graphs, among others. However, because all of these display information in two dimensions, the explanations provided in the textbooks do not provide adequate learning experiences for learners. Therefore, this chapter will discuss measures to increase the effectiveness of geography education by utilizing visual materials displayed in the topography units of textbooks, such as maps, photos, figures, and others as markers in an effort to supplement what is lacking in their learning.

The development environment for producing objects for AR is as shown in Table 1. Microsoft Visual C++ 6.0 was used for the AR library ARToolkit. The image files were created in ArcMap or ArcGIS, and 3D object files (.wrl) were generated from ArcScene. Table 1. Development environment for producing objects for the AR. Devices Tool/Version Reference ARToolkit 2.72.1 AR Library 10.1 VRML files ArcGIS (.wrl) for ArcScene Microsoft Visual IDE tool C++ 6.0 Windows 7 Operating System Web camera 32 bits Camera device National Digital maps Topographic

3.1. Selection of the Textbook Unit and Teaching Materials The following textbook unit was selected from the Korean geography textbook 1, which was used in the high school curriculum at the time of the study: “2. Topography and Amenities – Rivers and Plains Developed in the Southwestern Area” (p. 67) from Unit 2: “Natural Environment of the Land.” A corresponding marker was produced. As shown in 32

Developing Marker-Based Augmented Reality for Geographical learning

contours, Administrative boundaries (South Korea)

object of the coastal basin can be generated; hence, these problems need to be verified for use in textbooks. Therefore, a photo of the Yanggu basin and a satellite photo of the delta were simultaneously produced as markers in this study as well and tested to see if the satellite photo of the delta would be recognized or not. The marker for the delta was produced in the same way as the marker for the coastal basin, and the implementation results of marker recognition are the same procedures stated above. First, when a marker was given to one of the coastal basins as a test to determine whether the photo of the coastal basin itself was recognized as a marker, the implementation was unimpeded by its surrounding patterns. In a test for similar marker recognition prevention, however, an implementation error occurred in the delta. This is because similar patterns and colors in the shapes within the photo can lead to errors. Accordingly, to resolve this kind of marker recognition error, more diverse cases using photos with many patterns should be tested to correct recognition errors. This also means that a unique visual characteristic-based marker production, reflecting each corresponding visual material, is needed. In addition to photos, topographic maps are essential teaching materials for geography education as well as effective geography data, as they display the depth of actual topography in AR. If they are visualized in 3D, they can play a major role in understanding contour lines and topography. Thus, markers for the topographic maps in textbooks were produced in a similar manner as previously mentioned, and recognition error testing was performed using the already produced coastal basin without producing a separate object just for the test. Map markers in particular have a higher frequency of recognition errors than photographic materials, which is caused by the fact that duplicate recognition errors occur due to many similar patterns (dots, lines, and planes) among the maps. Therefore, in the implementation of markerbased AR maps, recognition is considered to be better in photos than maps. As such, reimplementation was undertaken with readjustment of the topography markers by increasing the marker recognition rate and minimizing the distortion of its attribute information. The readjusted map marker was the topography of the Yeongsan River basin, and black circular borders on the A and B signs of the corresponding map were overlaid with a pen, which enabled recognition of the two circular patterns in the marker. After recreating the readjusted marker as a new marker, the topography of the Yeongsan River basin in Gwangju City was created as a 3D TIN. The created object was given a 20% projection to allow simultaneous viewing with the topography. The produced object was applied to the topography of the Seokwangsa fan delta and the topography of Gwangju metropolitan city. The results indicated a reduction in the rate of duplicate recognition following the addition of patterns. Therefore, when using visual

Mapping Agency, National Statistics Office (South Korea)

3.3. Establishing Topographic Data Information and Producing Markers The first target area is represented by a photo of the coastal basin in Haean-myeon, Yanggu-gun in Gangwon province, which appears at the bottom right portion of the page of the Korean geography textbook. For 3D modeling of the geographic information displayed in the photo, object modeling was performed by creating contour lines and a study area polygon on a digital map, followed by mapping of the formed digital terrain model (TIN) with satellite photos from ArcScene. To express the 3D models from ArcScene as an AR Map, a VRML (a text file format for representing 3D models) model connected to ARToolkit must be produced. The extension is .wrl, but when the files are extracted from ArcScene as 3D files, they appear as .wrl files and .jpg format images that will be affixed to the model. In addition, .dat files, which will overlay .wrl files on the markers, were created. Since ARToolkit does not support picture files such as .png or .jpg files, these files need to be converted to .jif files, and the converted image files and the two created files were used to connect to the marker files and objects to create the AR Map. First, the location of the camera parameter file is designated, and the resolution and color space is adjusted in the properties. Then, the created markers are shown to the video window for recognition, after which the marker files named are the markers saved. Since the markers are to be pasted directly onto the textbook, the markers were created with the size of 7 cm Ă&#x2014; 6 cm, ensuring enough room for the adjacent photo and possible distortion and/or damage to the area for the photo caption. In addition, a 2-mm white margin was left between the photo and the marker border to help the corresponding photo to be recognized as an icon pattern. 3.4. Marker Recognition Test and Implementation Outcome Textbooks often include several figures and photos within a page. To maximize the effects of all visual materials by connecting them with AR, errors involving objects overlapping in each of the different markers must not occur. When three materials are displayed on a single page and visualization of these three materials is attempted by creating markers for all three, an error from duplicate recognition due to similar patterns among the materials can occur. In other words, even if the marker is overlaid onto a satellite photo of the delta, there is a possibility that an 33

Kim, YH., & Park, J. H.

materials such as photographic materials and topographic maps, changes need to be made through the addition and adjustment of patterns to prevent interferences between existing materials for higher recognition rates. Lastly, 3D objects of the visual materials presented in the textbooks (Yeongsan River basin in Gwangju City, the Nakdong delta, and the Yanggu Haean basin) were implemented in their entirety and displayed. However, in order to use topographic information more effectively in geography lessons than as AR content, the following technical issues must be resolved. First, the simple black border did not fit well with the margin color. Second, problems with attributes of the surrounding data being covered up based on the thickness of the border were observed. Third, with some attributes on the border of the map being covered after marker production, problems arose with clearly differentiating between existing visual materials and topography objects implemented in AR. Therefore, when marker-based textbooks are produced, the markers need to be placed outside of the material borders, which requires close attention to the size of the data and the spatial placement of letters and borders, namely, consideration of their balance with the surrounding margins.

since the educational effectiveness of applying these contents in real classroom settings was not verified, it is viewed as a limitation of this study and an area that will need to be investigated in the future. As a future study topic, solutions to overcome these technical problems and an investigation of AR utilization platforms in actual and in-depth geography lessons are needed. For example, studies are needed that present cases of detailed real classroom learning and lessons for students from the perspective of learning material development. Lastly, this is the point in time when interests and studies on geography and geography education related to AR-based geography content development and utilization are needed, as a measure to satisfy the various demands and expectations of learners who have become familiar with the digital environment and, at the same time, to improve upon the limitations of delivering geographical knowledge within a limited number of textbook pages. REFERENCES [1]

[2] 4. CONCLUSION Since 2000, the early years of AR studies in education focused on presenting cases with program development and related software. However, research has gradually expanded to the development and application of AR contents for classroom instruction. Thus, the development of relevant content that can be applied to classroom instructions is of utmost importance. This study also focused on AR contents for geography lessons and presented a marker-based topographical information visualization contents as AR geography contents. Moreover, the utilization of these contents as teaching materials can be anticipated. For example, the expression of contour lines in 3D in the topography unit can promote interest in general topography contents among learners who are learning about topographical changes in 2D and increase their understanding of various topographies of areas they have not visited in person. In addition, basic learner-led geography lessons can be expected, which would allow the learners to proactively observe topographies that appear in textbooks from any direction or angle desired by the learners. Furthermore, the spatial understanding of the learners’ region and topography can be enhanced through this, and it can promote further attention and interest of the learners in the topography unit. Marker recognition errors and improvements in object recognition rates are urgent issues that need to be considered in the development process for effective visual materials for geography education. Moreover,

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[7]

[8]

P. Anthamatten and S. Ziegler (2006). Teaching Geography with 3-D Visualization Technology, Journal of Geography, 105(6), pp. 231-237. T. N. Arvanitis, A. Petrou, J. F. Knight, S. Savas, S. Sotiriou, and M. Gargalakos (2007). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities, Personal and Ubiquitous Computing, 13(3), pp. 243-250. R. T. Azuma (1997). A Survey of Augmented Reality, Teleoperators and Virtual Environments, 6(4), pp. 355-385. Y. Chen, H. Chi, W. Hung, and S. Kang (2011). Use of Tangible and Augmented Reality Models in Engineering Graphics Courses, Journal of Professional Issues in Engineering Education and Practice, 137(4), pp. 267-276. H-L. Chi, S-C. Kang, and X. Wang (2013). Research trends and opportunities of augmented reality applications in architecture, engineering, and construction, Automation in Construction, 33, pp. 116-122. M. G. Dominguez, J. Martin-Gutierrez, C. R. Gonzalez and C. M. M. Corredeaguas (2012). Methodologies and tools to improve spatial ability, Procedia, Social and Behavioral Sciences, 51, pp. 736-744. H. Kaufmann, K. Steinbügl, A. Dünser, and J. Glück (2005). General Training of Spatial Abilities by geometry Education in Augmented Reality, Annual Review of CyberTherapy and Telemedicine: A Decade of VR, 3, pp. 65-76. L. Kerawalla, R. Luckin, S. Seljeflot and A. Woolard (2006). Making it real: exploring the potential of augmented reality for teaching primary school science, Vir-tual Reality, 10(3),

Developing Marker-Based Augmented Reality for Geographical learning

pp. 163-174. E. Kloper (2008). Augmented learning: Research and design of mobile education game, MIT Press, Cambridge. [10] P. Milgram, H. Takemura, A. Utsumi and F. Kishino (1994). Augmented Reality: A class of displays on the reality-virtuality continuum, SPIE 2351(Telemanipulator and Telepresence Technologies), pp. 282-292. [11] T. Thornton, J. V. Ernst and A. C. Clark (2012). Augmented Reality as a Visual and Spatial Learning Tool in Technology Education, Technology and Engineering Teacher, 5/6, pp. 18-21. [12] H-K. Wu, S. W-Y. Lee, H-Y. Chang, and J-C. Liang (2013). Current status, opportunities and challenges of augmented reality in education, Computers & Education, 62, pp. 41-49. [9]

Young-Hoon Kim 1 received a Ph.D. degree in Geography from the University of Leeds, England U.K. in 2001. His research interests include geographical information analysis and its applications in geography, Digital learning and teaching materials in geography education.

Jeong Hwan Park 2 received a Ph.D. degree in Geography from Korea National University of Education and has been involved with studies related to digital learning contents in geographical learning. After his doctorate course, he has been working research for Daejeon Metropolitan City as Big Data analyst since 2019.

Stepanova, J., Leoste, J., & Heidmets, M.(2020). Co-teaching robot-supported math lessons in the third grade. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 37-42).

Co-teaching robot-supported math lessons in the third grade Jelena Stepanova a, Janika Leoste a* , and Mati Heidmets a a

Tallinn University, Tallinn 10120, Estonia

Abstract: Teacher collaboration, integration of learning activities, and efficient implementation of modern technologies are considered important in contemporary education. In modern schools, teachers are required to deviate from traditional individual teaching in order to use innovative practices. Using a variety of co-teaching practices is a key to success for education systems. One of the ways of merging technology with discipline in teaching is using collaborative teaching practices that allow two teachers to work in a classroom for a common teaching goal. We are examining the influence of co-teaching in the robot-supported math lessons in the 3rd grade. In these lessons, math teachers were assisted by an informatics teacher. Our goal was to discover the advantages and disadvantages of such an approach and to understand the kind of support that was needed by math teachers. Our results indicate that co-teaching in robot-supported math lessons requires technological support from informatics teachers, regardless of the actual division of teacher roles. Our proposal for successful integration of technology and teaching discipline is to use co-teaching practices in related lessons with the involvement of informatics teacher. Keywords: Co-teaching, math, robot-supported teaching, technology-enhanced learning.

1. INTRODUCTION

skepticism [4], [6]. Estonian schools use educational technologists for helping teachers to adopt and adapt new technologies [4]. A study was conducted during the school year of 2018/2019, with the purpose of researching several aspects of robot-supported math (Robomath) lessons. The main goal of the study was to identify the role of the educational technologist in these lessons. The results of the study indicate that teachers required support for solving technical problems. They also needed additional assistance when conducting robot-supported pedagogical tasks, for example, explaining the contents of worksheets and answering student questions. In conclusion, the importance of the educational technologist’s assistive role was high, especially in the 3rd grade [4]. However, educational technologist does not have to have adequate pedagogical skills for conducting lessons, and providing constant assistance as a robotics co-teacher in math lessons could interfere with her other duties. Based on these notions we intended to examine what kind of technological and technical support would a discipline teacher requires when conducting robotsupported lessons collaboratively with an informatics teacher as an assistant co-teacher. For these purposes we designed a study, taking place from October 28 to November 22, 2019, for investigating co-teaching in the 3rd grade Robomath lessons. In addition, we wanted to find out the advantages and disadvantages of such co-teaching and to provide practical recommendations that would encourage teachers to try enriching their curricula and teaching practices with suitable technology.

Because of targeted national funding programs the Estonian basic education schools are relatively well equipped with educational robots. Nevertheless, less than ten percent of teachers have ever tried using these robots in their daily teaching [1], [2], [3], [4]. Existing research indicates that using educational robots in math lessons can help students to develop the skills of logical thinking and programming, and to help using these skills outside of the original context [5]. The use of educational robots in math lessons can be different [1]. The robot can be a mediator between student and task, but it can also act as an object that students can teach by programming, or as a tool for visualizing student’s thinking processes for both teacher and the student herself [1]. Enriching lessons with technology is a new challenge for teachers, requiring more commitment and preparation for the teaching process. The main obstacles to using innovation are (a) insufficient time, (b) teachers’ conservative thinking, (c) standardization of teaching and learning through fixed teaching schemes and predetermined learning outcomes, (d) focusing on individual testing, (e) excessive focus on learning outcomes, and (d) overcoming teachers’ __________ Manuscript received June 08, 2020; revised June 22, 2020; accepted June 26, 2020.

 Corresponding author Tel.: +372 504 5081; e-mail: leoste@tlu.ee

Stepanova, J., Leoste, J., & Heidmets, M.

degree and the informatics teacher was a MA student. At the beginning of the study, the schedule and frequency of the co-taught math lessons were set for participating teachers. Then, the previously prepared

1.1. Co-teaching models 1.1. Co-teaching models In this study, we have used the following two coteaching models. One Teach/One Observe – with this model, one teacher observes and collects specific behaviors while the other teacher is delivering instruction to the whole class [7]. During the lesson, the observing teacher has the possibility to make rounds in the classroom and make notes about students’ or teachers’ behaviors to improve further lessons [7], [8]. The second model was One Teach/One Assist. With this model, the teachers’ roles are divided so that one teacher delivers the lesson and another is supporting and assisting individual students [7] or groups. Supporting math lessons with robots means that two subjects are taught integrated into one lesson. It has to be considered that neither the math teacher nor the informatics teacher is not able to deliver instructions in both subjects without previous experience. In our study, we encouraged teachers to use the co-teaching models according to the needs of subject discipline and to benefit from the exchange of skills and knowledge, allowed by co-teaching models [9]. In the context of this paper, co-teaching with exchange means that the classroom roles for teachers could be shared differently compared to the traditional approach. E.g. the math teacher (after a short training) could assist students with programming, or the informatics teacher could conduct the math lesson.

worksheets for the 3rd grade Robomath lessons were selected. The conducted Robomath lessons were observed, using the participant observation method, recording the teachers’ role division, and the provided technological and technical support. The Robomath lessons observation was conducted with full participation, where the author of this paper tried to become a full member of the study group. Each lesson was observed, recording the course of the lesson, the co-teaching process, and the technical support activities. As a result of this method, it was possible to find out what technological and technical support was used by mathematics teachers and applied by an informatics teacher. In addition, the teachers were interviewed, using semi-structured questionnaires. The resulting data were analyzed by the researchers. The study follows the principles and definitions of action research [10]. The goal of this study is to improve the quality of collaborative Robomath teaching by informing teachers about the principles of organizing a teaching process that includes using technology and the didactic content of robotics. For this purpose, innovative Robomath lesson plans were used in combination with appropriate educational ICT aids like educational robots, tablets, BYOD (bring your own device), and smartboards. The study consists of the stages of planning, acting, observing, and analyzing [10]. Together with the teachers, we planned a period of activity - a period of conducting lessons, focusing on the choice of math lessons topics and on the curriculum of the respective grade. Every Robomath lesson resulted in gaining knowledge about what succeeded and what should be changed. The notes made during the lesson observations and the descriptions of the observed technological and technical support provided an opportunity for analyzing the lessons and to adjust the teaching activities and use of digital equipment in the following Robomath lessons. The research is oriented on developing professional activities and is based on practical issues [10] while the focus is on co-teaching practices in Robomath lessons.

1.2. Research questions This paper is about the co-teaching process that was conducted in Estonia basic education school from October to November 2019. The paper examines the possibilities of collaborative teaching practices in robot-supported math lessons. During the co-teaching period, 4 regular math teachers conducted up to 4 lessons each and the informatics teacher conducted 15 lessons. The purpose of this paper is, based on the lesson observations and teachers’ feedback, to find out what technological and technical support the subject teacher needs in Robomath lessons, provided that the assisting teacher is the informatics teacher, and to analyze the benefits and disadvantages of this type of teaching, focusing on the following research questions: 1. What are the advantages and disadvantages of co-teaching in robot-supported math lessons? 2. What technological and technical support does a math teacher need for co-teaching in robotsupported math lessons?

2.1. Study design and sample The full sample consisted of 82 students in grade 3 (4 classes), all in the same Estonian basic education school. The Robomath lessons in these classes were conducted by 4 math teachers and 1 informatics teacher. Some students already had some robotics skills. They had attended a robotics course as an extracurricular activity during the previous school year and during the school year of the study. Thus, some students had

2. METHOD During the course of the study, we tested Robomath teaching in the 3rd grade, using different co-teaching models. The test class belonged to an Estonian smalltown basic school. The math teachers had an MA

The example worksheets are available on the link http://bit.ly/2Q1n9AS [14]

Co-teaching robot-supported math lessons in the third grade.

knowledge about robotics and were also acquainted with the informatics teacher. In Robomath lessons, students worked in groups, usually 3 students in 1 group. Each group of students used 1 robot, and there were 7 groups in the class. In the study, one educational robotics platform (the LEGO WeDo 2.0) was used. The model used was Milo. In total, there were 7 educational robots in the school. During four weeks, from October 28 to November 22, 2019, each participating class had one co-taught Robomath lesson per week. In total, there were 15 such lessons. In each lesson, there were two teachers present: the math teacher and the informatics teacher. For conducting the lessons the following co-teaching models were chosen. The first two lessons were following the One Teach/One Observe with Exchange model. During the observation, the math teacher gets an overview of the robot exercises and programming and the informatics teacher becomes acquainted with the class and the dynamic of student work. The next lesson was following the One Teach/One Assist with Exchange model. During the lesson, both teachers participated in the teaching process by turns. The final lesson was conducted by the One Teach/One Assist without Exchange model. The math teacher plays the role of a leading teacher throughout the lesson and the informatics teacher only assists. The purpose of sharing these roles that way was to discover whether mathematics teachers were prepared to conduct a Robomath lesson based on their experience, and if so, then what technological support math teacher would need. The overall structure of the conducted lessons is the following:

was followed. The assembly of the robots was led by the informatics teacher and assisted by the math teacher. The students assembled the robots in groups of three. The first teacher of math allowed the students to choose with whom they want to build the robot. Then, during the robot mathematics lesson, it took some extra time to form new groups. The teacher invited seven students in front of the class and they began to select their classmates - a process that cost some extra time. In later lessons, based on the gained experience, other teachers were suggested to form groups by themselves on the basis of a pre-established list as it left more time for the robotics' exercises. 2.2. Data collection Data collection and recording of the Robomath lessons were performed using the following methods. Participant observation [11] and analysis of the lessons. The informatics teacher recorded the observation of each lesson. In the record, the process of co-teaching and technology support were described. As a result of this method, we investigated what technological and technical support was used by the math teacher and implemented by the informatics teacher. Moreover, in the lesson observations, there were fixed notes about the co-teaching process that helped to identify which collaborative model made teaching more effective and supported the didactic balance between integrated subjects and, consequently, allowed making recommendations for better conduction of the lesson. Interviews with the math teachers. After the period of conducting Robomath lessons was concluded, oral interviews with the math teachers were organized. These were semi-structured interviews where some of the questions were formulated in advance. The interview subtopics were known but during the interview, the researcher decided what was appropriate to ask and when [12]. We investigated the teachersâ&#x20AC;&#x2122; perceptions and their feedback on collaborative teaching in Robomath lessons. Teachers shared their experiences, highlight the advantages and disadvantages, and made conclusions. Also, we examined the form of co-teaching they would prefer to use in the next Robomath lessons. The gathered data provides an opportunity to formulate recommendations for other teachers who are planning to use robotsupported teaching in their lessons. Combining both methods would help to get a more balanced guide for conducting the study [13].

1. Preparation: grabbing students' attention, the introduction of the topic, goals; 2. Learning: reviewing accomplished learning objectives, solving exercises of math and robotics; 3. Conclusion: summary of the lesson, feedback, organization of educational aids. In general, the math teacher-initiated and ended the lesson The mathematical content of the lesson designs was based on the national curriculum for the 3 rd grade. The robotics content was partly based on the results of the mathematical exercises in order to help students to understand the relation between math and robotics. Also, the robot exercises included solution videos of how the robot should work, coding blocks explanations, and coding examples with explanations. The math teachers chose lesson designs jointly, taking into consideration the math topics of the period. The first Robomath lessons were conducted as two consecutive lessons. During the first lesson (lesson of manual activity) the robots were assembled. During the second lesson (math lesson) the Robomath lesson plan

3. RESULTS In this paper, we studied the discipline teacherâ&#x20AC;&#x2122;s requirements for technological and technical support when conducting robot-supported math lessons collaboratively with an informatics teacher. We had formed two research questions, which we are going to answer now.

Stepanova, J., Leoste, J., & Heidmets, M.

3.1. Research question 1: What are the advantages and disadvantages of co-teaching in robot-supported math lessons? In order to summarize the advantages and disadvantages of the conducted lessons, we took into account the data from the interviews and observation notes. While teachers pointed out their insufficient previous experience for conducting Robomath lessons, the positive attitude was more prevalent. One of the most important and positive aspects that interviews revealed was that none of the teachers brought out any disadvantages of collaborative teaching in Robomath lessons. At the same time, one teacher emphasized: “If Robomath lessons were all year long, some basic material might not be taken, but if they are for a certain period, there are no drawbacks”. But this supposition is not clear and we cannot confirm it in the context of this study. During the interview, the math teachers were directly asked about the advantages of the tested method. In general, teachers talked about being able to support students more and to be able to approach them individually. One teacher commented: “There are children of different (development) levels in the classroom. With two teachers a child gets more support because two teachers will notice more”. The collected data also indicated that the informatics teacher who provided technological and technical support is a great help for the math teachers. One of the math teachers said: “I know you're going to help me when the trouble will appear”. The experience gained during the observations gave teachers the courage to participate in robot exercises. Teachers say that the One Teach/One Assist with Exchange co-teaching model was very suitable for them, and they can give students advice on programming in simpler robot exercises. E.g.: “If you are in it, you are developing and already have the courage to edit and do it”. Another interviewed teacher said: “It was a good form of work”. Thus, thanks to collaborative teaching, teachers developed knowledge and skills closely related to technology-enhanced learning in general and especially to robotics. It is a valuable understanding of arranging co-teaching in the future. The last (fourth) Robomath lesson was difficult for the teachers from a technological and pedagogical point of view and can be regarded as a new challenge for them. They had to conduct the robot exercises by themselves while having assistance from the informatics teacher. Only one math teacher coped fully with the role of the lead teacher. But in the interview, she says that it took her a long time to prepare for the lesson and it is “convenient to teach with exchange”. Another math teacher described the experience this way: “I had to be more afraid. It was my own insecurity. However, eventually, I had to reach to the point where I contributed more to the lesson myself”.

She said she was curious and would like to practice robot exercises sometimes.

3.2. Research question 2: What technological and technical support needs subject teachers in math lessons enriched with robotics in the co-teaching process? Our purpose was to understand what kind of technological and technical support was provided in Robomath lessons. For this, we analyzed the observations of the conducted Robomath lessons and summarized the results for every co-teaching model. Next, we analyzed the interviews that were conducted with all math teachers at the end of the research period and concluded their technological needs. During the interview, it was revealed that all math teachers had not used robots in their work before and they did not have experience in robotics. The first two Robomath lessons were accomplished using a collaborative teaching model One Teach/One Observe with Exchange. By using this type of model, the math teachers prepared for the lesson as usual and did not have to worry about the technological and technical part of the lesson. The only technological support needed to be was when the interactive worksheet was presented to teachers in the planning phase of the Robomath lessons. The informatics teacher led the robot exercises and was responsible for the following robotics-related pedagogical tasks:  Advising students with programming;  Controlling and supporting the robot exercises;  Solving the technical problems that emerged during the lesson. There were enough technical problems during the first two lessons in each class. The students needed advice on connecting the robots with tablets. In general, technical problems can be described as follows: (a) tablets’ Bluetooth was off; (b) the students connected their tablet with a robot of another group; (c) the program crashed - in that case the tablet was replaced; and (d) the robot did not respond to the commands - in that case, the connection between the robot and tablet was restarted. In addition, it was necessary to prepare for the lesson technically: (a) to check that the robots’ batteries are charged; (b) to bring all needed educational tools to the classroom, and (c) to print out for the students the sheets with the program blocks used in robot exercises; All these technical problems and preparations were solved by the informatics teacher. Solving math exercises using an interactive worksheet requires attention and technical support. Teachers had decided to use the BYOD method for solving math exercises in the second Robomath lesson. Many students needed help finding the worksheet or typing an URL in the address bar. There were also problems with the Wifi network. Thus, the preparatory 40

Co-teaching robot-supported math lessons in the third grade.

phase of the lesson was extended by about 10 minutes in each class and the informatics teachers’ role in observing the lesson became that of assisting students. Based on this experience it was decided not to use BYOD anymore. The third Robomath lesson was based on the One Teach/One Assist with Exchange co-teaching model. During the lesson, both teachers’ had assistive roles and were able to support students technologically and pedagogically. All math teachers actively sought to help and to support students with their robot exercises. They moved around the classroom, guided students’ work, and helped them to program. If the math teachers were not able to help the students, they turned to the informatics teacher for help. The technical problems were less noticeable. Most students had prior knowledge of how to connect the robot with the tablet and about suitable actions in case of program crashing or robot malfunctioning. The maintenance of digital equipment was also ensured by the informatics teacher. The 4th Robomath lesson was designed to be conducted using the One Teach/One Assist without Exchange co-teaching model. Out of four teachers, three accepted the challenge. The fourth teacher described her decision to withdraw with the phrase: “I am not brave, I am not competent in robotics”. The other three teachers prepared their fourth lessons independently. The task of the informatics teacher was to bring educational tools to the classroom, to ensure their work, to provide necessary programming assistance, and to solve possible technical problems. The students had to use a motion sensor for the first time. Two of the three math teachers asked the informatics teacher to intervene in the teaching process before beginning the lesson and to explain to students how to use and program the motion sensor.

programming, and technology in general. The math and informatics teachers cooperated with each other on the same footing. This type of collaborative work allows teachers to focus on their didactic knowledge and strengths. In Estonian basic schools, the topic of robotics is not covered in the mathematics curriculum and math teachers are not prepared to conduct robot experiments without previous experience and training. Moreover, any type of technical supports is required. Two teachers are able to work together to ensure a better outcome of the lesson goal. They have used the co-teaching models according to the needs of subject discipline, and benefit from the exchange of skills and knowledge. We found out that conducting three Robomath lessons is not enough for the math teachers to supervise robot exercises and that the One Teach/One Assist without Exchange co-teaching model is not an optimal choice for less experienced teachers. Moreover, the role of informatics teacher cannot be limited to the role of observer, since the use of technology requires constant assistance and technical support. Thus, this study has shown, that the One Teach/One Assist with Exchange co-teaching model is more reliable for integrating robotics into the math lessons. Both teachers can focus on their own didactical knowledge and reach the common goal with an equal effort. This co-teaching model makes it possible to more consider students’ individuality and facilitate the leading teachers’ work. Our goal was to start conducting the Robomath lessons with simpler co-teaching models, as neither the math teacher nor the informatics teacher is not able to deliver instructions in both subjects without the previous experience. For example, parallel teaching requires both teachers to be able to perform both the mathematical part of the lesson and the robot experiments. As already mentioned, the math teachers were not prepared to teach robotics. Data from the interviews allows making some recommendations for the teachers who are planning to conduct robot-supported math lessons. When we asked the math teachers for advice for their colleagues, a common recommendation was to be more attentive in the first two lessons and to more observe what happens during the robot exercises. Another suggestion was about the arrangement and frequency of Robomath lessons. In one class the Robomath lessons were applied as an extracurricular activity for all students and this teacher says: “If it was once a week, it would be a big success for the kids. It may be organized once a week as an extracurricular activity and still have to attend the whole class, not on a voluntary basis”. We also discussed the location of the teachers in the classroom during the robot exercises. One teacher considered it to be very good if the informatics teacher explained in front of the classroom and the math teacher would stay on the backside of the class because: “It is good to see what is going on from behind”. A

4. CONCLUSION AND DISCUSSION In the framework of this study, we propose that for Robomath co-teaching it is sufficient that the technological and technical support is provided by the informatics teacher regardless of how teachers' roles are divided. In other words, the math teacher does not have to worry about the technological part of the lesson. Even if the math teacher does not feel confident about supervising the robot exercises, the teacher of informatics is competent in robotics and can intervene in the teaching process when needed. In particular, the math teacher may need technical support with the content of interactive worksheets. However, this is rather a question of developing teacher’s digital competences. The conduction of Robomath lessons was a constant learning process for math teachers. As we expected, the teacher role of an observer was very important during the first two lessons. Through observation, inexperienced teachers got an overview of how educational robots relate to mathematical tasks. Teachers also learned more about robotics content, 41

Stepanova, J., Leoste, J., & Heidmets, M.

round-up view from behind allows us to notice students’ activities and to provide support when needed during the robot exercises. The last recommendation was about lesson conduction time during a school day. It is better when the technology-enhanced lesson takes place in the first half of the day. One teacher says: “At the end of the day it is not very effective. The elementary school child is tired by this time”.

[6]

[7]

[8]

5. LIMITATIONS AND FUTURE WORK This study has limitations that can be used for potential improvement. First of all, the sample is a modest one, consisting of one Estonian basic education school. The work presented in this paper is based on the assessments of four math teachers, and one informatics teacher who also participated as an observer and as one of the authors of this paper. In this case, the researcher remains in a contradictory role, because on the one hand she had to stay natural and sincere, and on the other hand she had to gather information for scientific purposes. By using this method of observation there is a probability for distortions and misrepresentations of reality. The other limitation of our approach is that lessons were conducted in a short period and only in the 3 rd grade. We believe, that with a great number of the Robomath lessons the math teachers would obtain more appropriate knowledge and experience to conduct robot exercises. By including the other grades in the research it would be possible to compare how teachers’ assistant roles would change in the different classes. For future studies, we also recommend considering having more focus on collaborative teaching in robotsupported math lessons.

[9]

[10]

[11]

[12]

[13]

[14]

REFERENCES [1]

[2]

[3]

[4]

[5]

J. Leoste and M. Heidmets (2019). Õ pperobot matemaatikatunnis. Miks.ee. Estonian Research Council. HITSA (n.d.). ProgeTiiger programmis toetuse saanud haridusasutused 2014-2018. Hariduse Infotehnoloogia SA. https://www.hitsa.ee/iktharidus/progetiiger, last accessed 2020/14/01. C. Leppik, H. S. Haaristo, and E. Mägi (2017): IKT-haridus: digioskuste õpetamine, hoiakud ja võimalused üldhariduskoolis ja lasteaias. Poliitikauuringute Keskus Praxis. J. Leoste and M. Heidmets (2019). The Role of Educational Technologist in Robot supported Math Lessons. Robot 2019: Fourth Iberian Robotics Conference: Advances in Robotics. A. Minkin, V. Anastasjeva, and A. Ahmetšina (2018). Использование элементов робототехники на уроках математики. Novainfo.ru https://novainfo.ru/article/14526, last

accessed 12.01.2020. P. Sahlberg (2009). The role of education in promoting creativity: Potential barriers and enabling factors. In E. Villalba (Ed.), Measuring creativity, pp. 337–344. Luxemburg: OPOCE. R. Harkema (2017). Collaborative Team Teaching Models & Strategies. Study.com. https://study.com/academy/lesson/collaborativeteam-teaching-models-strategies.html, last accessed 01.20.2020. H. Merk, M. Betz, C. O' Mara (2015). Teacher Candidates’ Learning Gains: The Tale of Two CoTeachers. Networks, 17(2). C. Johnson (2016). The Role of the General Educator in the Inclusion Classroom. In J. Bakken, O. Festus (Ed.), General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved Advances in Special Education, pp. 21-39. Valdosta State University, Valdosta, GA, USA: Emerald Group Publishing. E. Löfström (2011). Tegevusuuringu käsiraamat. Digar.ee. https://www.digar.ee/arhiiv/et/download/107855, last accessed 13.01.2020. B. Kawulich (2005). Participant Observation as a Data Collection Method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research. 6(2). C. Robson (2002). Real World Research: A Resource for Social Scientists and PractitionerResearchers. 2nd ed. Oxford: Blackwell. N. Tannenbaum and J. Spradley (1980). Participant Observation. Anthropological Quarterly. 53. 260. J. Leoste, M. Heidmets (2019). Bringing an educational robot into a basic education math lesson. International Conference on Robotics and Education RiE 2019, pp. 237-247.

Jelena Stepanova is receiving a MA degree in Teacher of Computer Science from Tallinn University.

Janika Leoste is a faculty member at Tallinn University in Tallinn, Estonia. She is an EarlyStage Researcher in School of Educational Sciences.

Mati Heidmets is a Professor of Social Psychology at Tallinn University in Tallinn, Estonia.

Shin, JK (2020). The Proposal for the Establishment of AI High School. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 43-46).

The Proposal for the Establishment of AI High School a*

Jae-Kyung Shin a

Mirae High School of Science & Technology, 54, Deongneung-ro 82-gil, Nowon-gu, Seoul, 01717, Republic of Korea

Abstract: This proposal is to suggest the establishment of artificial intelligence (hereafter AI) high school and the essential elements for that. It aims to foster AI professional Human resources (hereafter HR) by integrating Newly introduced AI education and creativity education which were being taught at our building. for this, at Dept of Maker Creation, Dept of Computer Patent, and Dept of Visual Design will newly establish AI subjects. Also, the current Dept of Invention & Management will be reorganized to Dept of AI Contents. More specifically, Dept of Maker Creation aims to train IoT Developer, Dept of Computer Patent aims to train smart factory-related personnel, and Dept of Visual Design aims to train VR/AR-related personnel. The AI contents department aims to foster AI professional HR through the P-Tech process. To cultivate AI development & utilization capabilities, we set compulsory subjects as a Creative thinking method, general intellectual property, AI Mathematics, AI and Future Society, AI Ethics. As the ratio of employment/admission after graduation is expected to be around 7:3, we assume that take a full-advantage of vocational high schools, where both employment and admission are possible.

Keywords: AI high school, AI professional HR, 4th industrial revolutions, IoT, patent, Visual design.

specialization high school in 2012 by the Seoul Metropolitan Office of Education and operates a technology-based creativity curriculum. eight years later, MIST has been reborn as an invention-specialty high school that ranked first prize at Korea student invention exhibition and has talented students who patent more than 100patents per year

1. INTRODUCTION In 2020, we are living in an era called the 4th Industrial Revolution. Now, technologies such as AI, big data, virtual/augmented reality, and the Internet of Things were introduced, and some of them have already penetrated deeply into our lives to make them richer. Therefore, the essential skill required by society is also changing. Based on creative thinking, they pioneered their work and obliged the ability to develop and use new technologies that emerged in the 4th Industrial Revolution era. to follow this trend, the school for nurturing talented students must be changed. Thus, I proposed to establish an AI high school to foster AI professional HR who will lead the era of the 4th Industrial Revolution.

2.2 Creativity Education and RSP Education But our students didn't get these results from the beginning. In fact, after starting an invention/patent school, the first class that students avoid was invention class. Q: why the invention class is the first class they avoid? A: Many students have a hard time coming up with new ideas. To solve this problem, we invented RSp creativity education and introduced it to the class. RSp stands for Reverse Science from the product. It is a creativity education Method that analyzes existing products and induces students to come up with new and diverse ideas by imitating the basic principle of product operation. RSp education method consists of three main structures. each of indirect experience, inquire, and invention. After using the RSP creativity education method in student education, I realized that existing experience is more important than creativity education for

2.CURRENT EDUCATION STATUS 2.1 Mirae Highschool (hereafter MIST) status MIST has been selected as an "invention/patent" __________ Manuscript received June 10, 2020; revised June 19, 2020; accepted June 26, 2020.

ď&#x20AC;Ş Corresponding author Tel.: +82-70-7600-9730; fax: +822-933-7855; e-mail: jkhr@naver.com

Shin, JK.

a Bachelor's degree. Third, personnel who can utilize AI-based programs. However, considering the short 3years-curriculum and the characteristics of vocational high schools, we judged that it is insufficient to educate the first field. Thus we determined to aim for cultivating HR for the 2nd field and 3rd field.

4. RESTRUCTURING THE DEPARTMENTS FOR

Fig. 1. RSpâ&#x20AC;&#x2122;s Three main structures developing their creativity. Fig. 4. S tructure of artificial intelligence technology THE ESTABLISHMENT OF AI HIGH SCHOOL

2.3 The causality between creativity education and AI school establishment

4.1Restructuring Plan for Dept of Maker Creation. - Necessity and purpose of transition to the Internet of Things (IoT) department The definition of the Internet of Things is " a system of interrelated computing devices, mechanical and digital machines provided with unique identifiers and the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction."[1] If a system is created by combining the existing curriculum, like, electronic, computer, etc., and the communication curriculum, it becomes an Internet of Things curriculum. If so, what is the scope of the IoT curriculum?? It is difficult to measure the range, which makes it difficult to operate the IoT curriculum as a single major in a high school system. So how do you put the Internet of Things into the curriculum in this situation? The answer is "maker education". For many years, MIST has experienced various trials and mistakes while teaching Maker classes with students. during this process we watch students who use control the system through Bluetooth communication after they make a product, we assume it will be possible to put IoT in the high school curriculum. Therefore, Dept of Maker Creation operates education courses of IoT 101, drone control, 3D printers, and coding.

Fig. 2. Experience-Based Creativity Index. For the past 10 years, MIST has as been nurturing next-generation students by teaching creative thinking skills and operating invention and patent curriculums in a field. In the era of the 4th Industrial Revolution, we intend to foster an AI professional HR by integrating AI education based on creativity education.

3. THE PROPOSAL FOR THE

4.2 Restructuring Plan for Dept of Computer & Intellectual Patent. - Smart Factory and AI education. Smart Factory refers to computer-integrated manufacturing, high levels of adaptability and rapid design changes, digital information technology, and more flexible technical workforce training [2]. When a smart factory is implemented, it is possible to obtain correlations between phenomena and problems occurring during the manufacturing process. also analyzing numerous data collected by each factory, can

Fig. 3. AI professional HR quation. ESTABLISHMENT OF AI HIGH SCHOOL 3.1 HR structure of the AI industry HR structure of the AI industry constituted three main fields. First, the AI technology development field that requires handle cutting-edge technology and highend technology personnel has more than a master's and doctoral degree. Second, an AI-based program development field that requires high-tech personnel has 44

The Proposal for Establishment of AI High School.

make a data-based decision system. (Korean Standards Association, Global Promotion Trend of Smart Factory, and Korea's Standardization Response Strategy. 2015. 7) As the smart factory has recently been Rising, demand for HR in the AI factory also expected to increase. thus, the curriculum will form with a smart factory training course and intellectual property course.

Fig. 4. Curriculum composit diagram The compulsory subjects divided into five categories: Creative thinking method, general intellectual property, AI Mathematics, AI & Future Society, and AI and Ethics. Especially Creative thinking method and general intellectual property are the most important subjects. Based on the common education subjects, the major courses for each major will be taught.

4.3 restructuring plan for Dept of AI Contents (current Dept of invention management) - The necessity of 'AI Contents Division' From traditional industries such as manufacturing to high-tech industries such as Internet services, the industrial situation is reorganizing around AI in the 4th industrial revolution. As a result, there is a need to operate a specialized curriculum that can train professional HR that companies need in the AI field. Dept of AI Contents (current Dept of invention management) is planning to rename and restructure the entire department from 2021. Particularly, this is the most suitable department for an AI school. To cultivate AI professional HR, we operating a 5-year P-TECH school curriculum (Korea New Color School) The P-TECH is a whole new concept of the educational course that a collaboration of Dept of AI Contents, MIST - Dept of Software Contents, Myongji Junior College - Kyowon Group. it consists of high school 3 years + junior college 2 years = total 5 years. also, it guarantees after-graduation employment. To cultivate HR in the New Collar group, mentoring from Myongji College and Kyowon Group during the high school 3 years, and teach AI, cloud computing, cybersecurity, digital design, etc.,

5.1 AI and Ethics In the upcoming 4th Industrial Revolution's AI society, such as the movie Bicentennial Man, common ethics and AI ethics can conflict. To cultivate AI experts, we planning to write textbooks on AI ethics subjects. 5.2 AI Mathematics For high-level AI learning, math skills are important more than anything. Many students spend a hard time understanding due to a lack of AI-related math skills. (prof) therefore we planning a new textbook that will be written for education such as structural science. 5.3 general intellectual property To educate students on creativity, which is the basis for fostering AI professionals, students will be trained in three subjects: idea creation, patent applications, and start-up. and we planning to use textbooks written by the Education Ministry.

4.4 Restructuring plan for Dept of visual design - The necessity of VR/AR education The global VR market volume is expected to grow to 2016" $4 billion â&#x2020;&#x2019; 2017" $20 billion â&#x2020;&#x2019; 2020" $150 billion.[3] Global ICT companies such as Google Facebook, as well as various companies such as manufacturers, telecommunications companies, and broadcasters, have begun to invest in the VR ecosystem. Just as smartphones have revolutionized the ICT market from PC-based to mobile-based, we expect VR technology to lead new ICT innovation. Currently, Korea has weak global competitiveness in terms of virtual reality writing tools, applied software technologies, platforms, and contents. Therefore, we are planning to educate the basics of visual design. such as VR (Virtual Reality) video editing, VR (Virtual Reality) game character design. and plan a curriculum to train MR (VR+AR) image recognition technology with AI technology.

5.4 AI and Future Society It will include the use of AI and prospects for the future of AI. 6. NATIONAL COMPETENCY STANDARDS(HEREAFTER NCS) AND AI HIGH SCHOOL Currently, there are no classifications related to AI in NCS. So, should we create an AI classification? Not like that. For example, to teach IoT, we need to teach programming. Therefore, it is possible to use a learning module related to programming. In this way, not necessary to create a new learning module. 7. CAREER PATH TO AI AND EQUIPMENT PLAN 7.1 Dept of Computer & Intellectual Patent focusing on employment after graduation. Job: Smart Factory installation engineer, maintenance engineer, etc.

5. AI HIGH SCHOOL SUBJECTS The AI high school curriculum is largely divided into compulsory subjects and major subjects. 45

Shin, JK.

7.2 Dept of Visual Design focusing on employment after graduation. Job: 3D model designer, VR/AR designer, etc.

explore and seek for the right ethical views about AIrelated ethics questions, such as 'if AI has a selfawareness, should we acknowledge it?' The AI Mathematics Department, which is essential for AI development and understanding, also helps students equip basic math skills for understanding AI. To cultivate student's creativity, which is essential for AI education, teaching idea creation, patent application, and start-up 101 through general intellectual property courses. Through Ai future social subjects, students will be able to explore and imagine how AI will be used in the future and what the future society will look like. also education Equipment also important to cultivate AI professionals. like Opened Drone & 3D Maker LAB, SMART ROBOT CENTER, AI Center, XR Design Center through the two-track strategy that fosters all of the continuous education talents who will lead the future society through college admissions and the perfect talents that are essential for various companies through employment after graduation, it is possible to take a full-advantage of vocational High school.

7.3 Dept of Maker Creation

Fig. 5. Career Path to AI Half employment, half admission. 7.4 Dept of AI Contents Focused on 100% higher education. Fostering AI development manpower through the ptech courses Overall employment/admission rate at 7:3 7.5 AI Education Equipment Plan Opened Drone & 3D Maker LAB SMART ROBOT CENTER AI Center XR Design Center

REFERENCES

8. CONCLUSION [1]

This paper's purpose is to propose the essential elements for the establishment of AI high school to nurture AI specialists who will lead the era of the 4th industrial revolution. To this end, we gathered various opinions through our teachers and external experts and led the reorganization of departments for AI high school. Therefore, the maker creation department, computer patent department, and visual design department newly established AI subjects in the existing curriculum, and suggested a method for fostering AI specialists suitable for the 4th industrial revolution, and the AI content department completely changed from the existing invention management department. As a result, it suggested the way to foster the highest level of AI developers. More specifically, in the case of the Maker Creation Department, students can learn both of IoT and maker education. In the case of the computer patent department, students learn how to maintain/develop smart factories. In the case of the visual design department, it will cultivate manpower to handle AR/VR. Lastly, in the case of the AI content department, to foster advanced manpower who will lead the AI era of the 4th Industrial Revolution, we introduced innovative educational methods that were difficult to find in the existing curriculum such as PTECH. Also, it is necessary to write or rewrite subjects that are essential for teaching students, so that they can quickly adapt to the changing modern society. In particular, AI and ethics subject allow students to

[2]

[3]

Rouse, Margaret (2019). "internet of things (IoT)". IOT Agenda. Retrieved 14 August 2019. Davis, Jim; Sarli, Michael (2012-12-20). "Smart manufacturing, manufacturing intelligence, and demand-dynamic performance". Computers & Chemical Engineering. Market research firm Digi-capital.

Jae-Kyung Shin teaches high school students at Mirae(means â&#x20AC;&#x2DC;Futureâ&#x20AC;&#x2122;) High School in Seoul Korea. In particular, he focuses on high-school students' creativitybased invention patents, and recently he is in charge of establishing the AI department in the school.

Jung, E. Y.(2020). Reconfiguring Divergent Thinking in Creative Thought: Towards Convergence Education through Art. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 47-48)

Reconfiguring Divergent Thinking in Creative Thought: Towards Convergence Education through Art Eun Young Jung a* a

Professor, Dept. of Art Education, Korea National University of Education, Cheongju, Korea

Abstract: This study aims to suggest divergent thinking as a key component for the creative process and to propose art as an effective tool for cultivating divergent thinking in convergence education. Creativity has been widely understood as a function of divergent thinking, that is, the ability to find new associations and links among unrelated pieces of information and discover many alternative solutions to problems. As convergence education is aimed at such creative problem-solving, the importance of activating divergent thinking processes cannot be overestimated. In this article, underscoring the important role of divergent thinking for fostering creativity in convergence education, the author puts particular emphasis on bisociation as a crucial constituent of divergent thinking. If general associations in divergent thinking work within the confines of a single matrix, bisociations occur across matrices or at the intersection of two or more different disciplines; it is bisociative thought that has the potential to eventually lead to a creative integration of information from different domains or disciplines. This study further suggests that art provides prime examples of such bisociative process of thinking and doing. In convergence education, collaborative team teaching can utilize art as a learning tool or field for students to explore how divergent thinking, particularly bisociative thought, is integrated into the creative act. Keywords: art, bisociation, convergence education, creativity, divergent thinking 1. INTRODUCTION

problem-solving, this article addresses the importance of divergent thinking in convergent education; it then suggests bisociative thought, a particular form of divergent thinking, as a crucial component of creative discovery. Finally, it is suggested that artworks, the products of creative activity, can serve as learning sites of divergent thinking, especially bisociative connections.

Although it may seem at first sight that convergence education would predominantly rely on convergent thinking to generate or deliver interdisciplinary or transdisciplinary knowledge, what is essential in convergent education is divergent thinking that goes beyond the confines of a single discipline or field. To be sure, as in all other fields of education, two different types of cognitive processes, namely, divergent and convergent thinking, should be effectively incorporated in the teaching and learning setting of convergence education. However, without divergent thinking, convergence education may not be able to establish its own identity as an educational enterprise since it is aimed at cultivating creativity and creative problem-solving ability by crossing the predetermined disciplinary boundaries; that is, convergent education requires necessarily divergent approaches that enable multiple connections and associations crossing the limits of disciplines. Focusing on the cultivation of creativity and creative

2. DIVERGENT THINKING AND CREATIVITY Divergent and convergent thinking have been understood as two different types of cognitive processes [1, 2]. Whereas convergent thinking requires concentrating the mind to find one â&#x20AC;&#x2DC;correctâ&#x20AC;&#x2122; solution for a given problem and thus calls for a highly constrained search process, divergent thinking entails diverse approaches and multiple connections to generate a variety of possible answers. Interestingly, researchers on creativity have suggested that creative thinking is largely a function of divergent thinking, that is, the ability to find new links among pieces of information and discover many alternative solutions to problems [1-4]. As creativity is increasingly understood as the ability to discover new connections and links among concepts or problem situations, much emphasis is put on retrieving remote associations and finding novel relationships across the confines of a given field [7]. Put another way,

__________ Manuscript received, June 9, 2020; revised June 19, 2020; accepted June 21, 2020.

ď&#x20AC;Ş Corresponding author. Tel.: +82-43-230-3711; fax: +82-43233-1082; e-mail: eyjung313@knue.edu

Jung, E. Y.

creativity is the ability to utilize what is available, i.e., information, knowledge, imagination, experience, and rearrange and reconnect them in new ways to produce unexpected yet useful results.

inquiries and practices, which involve mathematics, computer programming, physics, biochemistry, engineering, etc. Activities of art appreciation and technical analysis, if not necessarily artmaking, may thus be utilized in convergence education in order for students to explore and discover how discreet sets of knowledge have been integrated into new combinations to solve particular problems. Collaborative team teaching may work best in facilitating students’ experience of the bisociative process.

3. BISOCIATIONS FOR MEANINGFUL CONNECTION While broad divergent thinking is an effective strategy for triggering a multitude of associations, which is also necessary for creative thinking is to lead these free unbridled associations to new useful ideas that can form integrative knowledge. In convergence education, this integrative knowledge can be acquired through meaningful connections and reciprocal dialogues between two or more discrete disciplines. Here, it is worth noting the concept of ‘bisociation’. Bisociation, first introduced by Arthur Koestler in his 1964 book The Act of Creation, refers to a novel synthesis of independent matrices of thought [6, 8]. It is useful to see the distinction between association and bisociation: whereas associative thinking works within the predetermined confines of a single preexisting matrix or a discipline, bisociative thinking operates at the very intersection of distinctly separate matrices or disciplines [7, 8]. In the bisociative process, two or more formerly disparate entities are brought into contact to form creative links and generate new discoveries. Research suggests that, especially for scientists, having interaction with artists may often yield better results at solving complex problems than working solely with experts from the same field [7]. The same would be true of artists. As science and art, two major realms focusing on creative thinking and novel discoveries, are complementary to each other, dialogues between them would be mutually beneficial in generating the bisociative process.

5. CONCLUSION In convergence education, we need to pay more attention to facilitating the conditions that catalyze the divergent and bisociative process and to create the proper learning environment for that. Diverse activities of experiencing art can serve as an effective space or tool for students to experience how divergent thinking is integrated into creative products. REFERENCES [1]

[2] [3] [4] [5]

[6]

4. THE USE OF ART IN CONVERGENCE EDUCATION

[7]

It is the bisociative crossing of disciplinary confines that makes possible new meaningful connections and creative discoveries. Yet, though this concept of bisociation may give us a sense of what constitutes creative thinking, it still remains to find how to facilitate such bisociative thought. The question is in what way and with what tools we may cultivate such a divergent, bisociative thinking process. In fact, it can be said that convergence education was brought into being to deal with these questions. As scholar and educator working at the intersections of art and science, I suggest that, combined with other realms of knowledge, art can provide a truly enriching learning space where students can experience a variety of divergent thinking and creative bisociations [4, 5]. Art in general is a synthesis of different matrices of thought; particularly, modern and contemporary artworks are created by and through transdisciplinary

[8]

S. A. Chermahini and B. Hommel (2010). Creative mood swings: divergent and convergent thinking affect mood in opposite ways. Psychological Research, 76, pp. 634-640. C. Chin (2013). Cultivating divergent thinking: conceptualization as a critical component of artmaking. Art Education, 66 (6), pp. 28-32. J. R. Evans (1993). Creativity in MS/OR: the multiple dimensions of creativity. Interfaces, 23(2), pp. 80-83. J. W. Getzels and M. Csikszentmihalyi (1964). Creative thinking in art students: An exploratory study. San Diego: Knapp Press. K. W. Guyotte, N. W. Sochacka, T. E. Costantino, J. Walther, and N. N. Kellam (2014). STEAM as Social Practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67 (6), pp. 12-19. C. R. Hausman (1966). Understanding and the act of creation. The Review of Metaphysics, 20(1), pp. 88-112. M. Scheffer, J. Bascompte, T. K. Bjordam, S. R. Carpenter, et al. (2015). Dual thinking for scientists. Ecology and Society, 20(2). http://dx.doi.org/10.5751/ES-07434-200203 D. J. Sill (1996). Integrative thinking, synthesis, and creativity in interdisciplinary studies. The Journal of General Education, 45(2), pp. 129-151.

Eun Young Jung received her M.A. and Ph.D. in Art History at the University of Illinois at Urbana-Champaign in 2006. In 2013 Jung joined the Korea National University of Education to teach art history and aesthetics as well as art-based convergence education. In 2017-19 Jung was the President of the Korean Association of History of Modern Art. Currently, she is serving as Department Chair and Graduate Program Director of Art Education at KNUE. Her research interests include theories and practice of art, the intersections between contemporary art and science, and convergence education including STEAM.

Cho, B. (2020). Predicting the next number Computational Thinking. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 49-52).

Predicting the next number Computational Thinking Bonghan Cho a* a

EQUALKEY, 51, Seolleung-ro 108-gil, Gangnam-gu, Seoul, 06153, Republic of Korea

Abstract: The arithmetic sequence is a prediction. In order to predict, we need to know the change and find the pattern of changes. If the pattern does not match, we change it to match it. How? We ignore orders whether we move it to the side or borrow it. Also, if the changes increase by 2, the sum is a square. The concepts such as prediction, change, pattern, and making something abstract are characteristics of a genius and the essence of computational thinking. Computational thinking is the core skill in coding education and computer science that is extremely important for people that will live in the world of AI.

Keywords: Computational Thinking, Prediction, Change, Pattern, Abstract, AI

1. INTRODUCTION

The essence is prediction.

Predicting the next number: Computational thinking. What is the next number? and What is the 10000th number?

Prediction → Recognize the change → Understanding of the pattern (Form patterns, Ignore orders) There is no need to make predictions if there is no change.

How do I figure this out? We have to understand the essence of the problem in order to solve it. This may seem like an ordinary sequence problem, but the essence of this problem is prediction. Isn’t this an ordinary sequence problem?

2. CONTENT Let’s look at these numbers as images. The first number is 1, so we place one cube. The second number is 3, so we need 3 cubes. But, there is already one cube, so we only need to place two cubes. Since the third number is 7, we only need to place 4 more cubes to make the total 7.

__________ Manuscript received, June 10, 2020; revised June 21, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-2-562-0701; e-mail: jason@quebon.com

Cho, B.

What is this action of adding cubes? This is the change! Each column here is a change.

Here, there is a place where this pattern does not match. Where is this? Where is a place that the pattern does not match? Draw the pattern from the back. The first number is odd since unlike other places, the difference is not 2. How can we match the pattern of this? We can’t have the first cube.

In order for the next number to be 13, we place 6 more so that the total is 13. In order to match the 21, how many cubes do we have to place? This time, it’s 8. Each column is a change like I said before. Now, can you feel it? Do you see any pattern?

Then, every number will have a difference of 2. However, we cannot just remove it. Please think about what we have to do. There is a hint! Ignore! We ignore the math. Among them, we ignore orders. We just have to move it to the side.

How many cubes do we have to place next? We have to place two more cubes than the previous change. Then, how many is that? It’s 10. So, it will be 10 greater than 21. So, it is 31. Isn’t it easier looking at it as images?

Now that we see, the pattern works perfectly. But, we have to predict what the 10000th number is, so we need to know the total number of cubes here without using any formula. Without using any formula! What is the first thing that comes into mind when we

Now, if we want to predict a number far away, we have to see this as a whole. There must be a pattern. We already recognized what this pattern is. The added changes increase by 2.

Predicting the next number Computational Thinking

think of things that increase by 2? 1, 3, 5, 7, and 9. Why? If we add these up, we have a square. 5 squared.

easily solve it without any formula if we think in a QUEBON way. Easily without formulas.

However, this here is 0, 2, 4, 6, and 8. What do we have to do? Change it to 1, 3, 5, 7, and 9! Something that we know that it is easy. How? We borrow one each. Since we have nowhere to borrow from, we bring it from “nothing.” This here is minus.

We should not blindly solve this with formulas. This means you do not understand anything. Like we learned today, we have to know why we are doing what we are doing. We have to know why we are doing what we are doing! Then, we gain the confidence that we are correct as we solve. There are still people that ask, “what if our school tells us to solve it by using formulas without any images?” What if our school tells us to solve it by using formulas without any images?

Now, we have 1, 3, 5, 7, and 9. Now, we can count the total until the 10000th number. If we add all 10000, we get 10000 squared. Below, we have one thing missing for each of 10000. So, we subtract 10000. So, we moved one cube. When we add everything, we have 100002 – 10000 + 1.

Today, we learned by feel. This means that we understand it completely. Expressing this as mathematical equations is extremely easy. Math is a language. It is simply expressing the thinking we did to solve this problem in mathematical language. This is simply converting to mathematical language.

What is the 100 millionth number? How about the nth number? People find this problem very difficult, but we can

Cho, B.

3. SUMMARY An arithmetic sequence is a prediction. In order to predict, we need to know the change and find the pattern of changes. If the pattern does not match, we change it to match it. How? We ignore orders whether we move it to the side or borrow it.

These skills will grow quickly if we focus on QUEBON. Thatâ&#x20AC;&#x2122;s it. QUEBON!

Bonghan Cho is the Specialist of Artificial Intelligence, EQUALKEY Corp. CEO & Creator of QUEBON. He studied at Seoul National University, BS in Computer Science. He graduated from the University of Southern California with a Master's degree and received a Ph.D. from Seoul National University in Computer Science and also served as an adjunct professor. He has worked for Hana Financial Group CIO, Executive Vice President, Samsung Fire & Marine Chief of Management Innovation, Vice President, Singapore DBS Bank Board Member, US Oracle, Phillips Multimedia Center Researcher, afterward. He Won 1st place at Worldâ&#x20AC;&#x2122;s First Robot Soccer World Cup (ROBOCUP), Awarded Special Prize among Venture Companies (2005), Presidential Commendation for the 11th Software Industry Day (2011).

Also, if the changes increase by 2, the sum is a square. The concepts such as prediction, change, pattern, and making something abstract are characteristics of a genius and the essence of computational thinking. Computational thinking is the core skill in coding education and computer science that is extremely important for people that will live in the world of AI.

Kim, K. (2020). Development of a D-T-C based Idea Generation Convergence Tool. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 53-56)

Development of a D-T-C based Idea Generation Convergence Tool Kwangmyung Kim a* a

Wisdom Creative Research Laboratory, 241, Cheonho-daero, Dongdaemun-gu, Seoul, 02603, South Korea

Abstract: This paper focuses on the development of educational tools that support D-T-C thinking as a creative problem-solving process. After the theoretical consideration of D-T-C thinking, basic requirements for education-based idea generation tools were derived and we developed the improved products three times in accordance with the problems and requirements for each development process. Educational tools that support problem-solving processes should be the main function of supporting idea generation but it also should be able to organically perform not only the divergence process but also the transformation and convergence phases. They also should support selective iterations of divergence /transformation/convergence methods as needed. Thus, the "Wow idea board" was developed for three times to provide organic D-T-C idea education depending on the various user environments. In addition, through NFC and QR code, it was connected to an online platform that supports online manuals, idea topics, stimuli, and idea uploads. In the future, it is necessary to study the utilization of the wow board by sector and develop the wow board that can carry out creative cooperative activities in ‘Untact’ situations.

Keywords: Creativity, D-T-C thinking, Idea generation techniques, Idea generation tool, Wow idea board

1. INTRODUCTION

used to attach post-it to large colored paper or whiteboard. In addition, there are no products or systems that support creative idea generation by linking online and offline. Therefore, it is imperative to develop online and offline idea-making tools and platforms that enable organic D-T-C idea training according to various user environments. This paper discusses the development process of collaborative tools capable of D-T-C idea and on-and-off-line linkage operation and the results so far.

Creativity is an indispensable growth factor in all fields, including education, culture, economy, and arts. And it has become a competitive advantage for businesses and countries. Accordingly, the education world is also trying to develop students' creativity, problem-solving skills, collaboration skills, and even personalities by using various teaching methods such as project-based learning, problem-based learning, action learning, and flip learning. Most of these various teaching methods include creative problem-solving processes, which basically go through the repetitive thinking process of divergent thinking-transformation-convergent thinking. And the specific methods of implementing these are commonly used in a lot of divergent and convergent thinking methods such as brainstorming, SCAMPER, PMI, KJ method, and multiple assessments. However, there are still few specialized tools in Korea that help effectively carry out and train idea divergence-transformation-convergence and are mainly

2. THINKING PROCESS OF D-T-C The D(divergence) T(transformation) C(convergence) thinking is the idea proposed by C. Jones (1980) that the process of design thinking undergoes processes of divergence, transformation, and convergence. Divergence is the stage where various thoughts are expanded/emitted by enlarging the search area of the solution. Transformation is the step of analyzing relationships to find meaningful patterns and synthesize them into concrete solutions. Convergence is a phase of reducing/collecting into appropriate solutions that meet the goal. Heung-ryong Woo (2001) generally defined design as a creative problem-solving process toward a

__________ Manuscript received June 11, 2020; revised June 21, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-2-2245-0260; fax: +82-22246-1788; e-mail: luke17331004@gmail.com

Kim, K.

destination, and among them, the idea development part was regarded as a core part of design work. It is said that the development of creative thinking is a problem-solving process for deriving new and useful ideas. Basically, divergent thinking is the main process, but it goes through appropriate processes of divergence, transformation, and convergence as well as it reaches concrete results from abstract concepts. It was also said that each step of the D-T-C idea could be cycled repeatedly as needed to achieve the goal. The above discussion can be summarized as shown in Fig. 1.

3 4

Make sure that the divergence-transformationconvergence methods are linked to a single tool and visually clear. Even if several people sit around and use tools, they will be able to see each other's ideas well. Make sure that you are connected online based on offline processing.

Easy to store and carry.

In the case of the early idea process, it was run through online brainstorming with the members. At this, we were inspired by the concept of rotation, acceleration, and the movement to the center by a spinning food table in a Chinese restaurant and a traditional Korean folk game called Ganggangsullae. (Fig. 2, 3) Through this, we were able to get clues about ideas posted and rotated through ideas reference, hitchhiking, and moving ideas to the inside (center) through checkbox evaluation. And this was subsequently embodied in a core function, a three-layered rotating board that could be rotated independently. The three-layer rotating board enabled ideas to be diverged and converged and enabled PMI and randomword techniques. In addition, it makes the rotating plate separated from the main plate so that the main plate could be classified as an idea.

Fig. 1. D-T-C Repetitive Circulation Model.

Therefore, educational tools that support problemsolving processes should be the main function of supporting idea generation, but should also be able to organically perform not only the divergence process but also the transformation and convergence phases. They should also support selective iterations of divergence /transformation/convergence methods as needed. For example, even if we consider only the most famous and most used brainstorming, the divergent process is the main, but it can be seen that the organizational stage, evaluation, and selection stage are organically linked.

Fig. 2. Online brainstorming for idea thinking tools

3. DEVELOPMENT OF D-T-C BASED IDEA THINKING TOOL; WOW-IDEA BOARD Based on the content derived from the above discussions and general requirements, D-T-C idea support tools have been developed for collaborative problem solving, called the 'Wow Idea Board', and the process is as follows. 3.1. First Development Considerations for initial development were as follows:

Fig. 3. Ganggangsullae, a traditional Korean folk game

Online and offline links were attached to the mainboard with NFC Antenna so that they could be connected to the idea thinking support platform. (Fig. 4) Therefore, they could receive support for ideas, stimulators, and upload ideas that they had come up with.

Table 1. Initial Requirements List. No 1

Initial requirements As much divergence, transformation, and convergence techniques as possible may be used.

Development of a D-T-C based Idea Generation Convergence Tool

Specifically, using the main board of the Wow Board, the three-layered rotating disk, and the grid of the main plate, you can carry out a variety of divergent and basic transformation/convergence techniques, including brainwriting and drawing, random words, PMI techniques, lotus blossom techniques, SCAMPER, KJ methods, and multiple voting. Also, the checkbox was printed on the adhesive sheet to allow multiple votes without a dot sticker. The following Fig. 5 embodies the ideal.

main plate. In addition, separate storage boxes and set bags were also produced.

Fig. 6. Wow idea board Plus â&#x20AC;&#x201C; 2nd Generation Fig. 4. Online and offline linkage conceptual diagram

Fig. 7. Usage of Wow Board Plus - H Elementary School, Seoul

3.3. Third Development Since the development of Wow Board Plus, brisk sales have been made to elementary, middle, and high schools across the country. And it has been mainly used in classes of senior teachers and teachers leading innovation classes. The Wow board was used in the Problem Finding/Defining and Ideating stage in the social impact PBL (Project Based Learning) class model of Juhyun Kim, a teacher in charge of technology at YeongDeungPo High School, which is introduced as an exemplary case of convergence class. It was also actively used in classes such as design thinking, maker education, and problem-solving learning. The problems and requirements found in this process were as follows:

Fig. 5. Wow idea board Star â&#x20AC;&#x201C; 1st Generation

3.2. Second Development The problems and requirements found through the sale and operation of the initial product were as follows: Table 2. List of issues and requirements found. No 1 2 3 4

Problems and Requirements If stored rolling in storage and operation, the product will be deformed, making it difficult for the next use. The star-shaped main plate is fresh but takes up too much space to have a desk space Desirable for use more tools to come up with ideas The back of the mainboard is useless, so It would be better to use the back

Table 3. List of issues and requirements found.

To reduce the size, we changed the shape from a star to a round square, and the material was changed from PVC to PET. In addition, a checkerboard grid was printed on the back so that it could be used for systematic classification and evaluation to enhance overall utilization. The idea card was only PMI, but OCU, SCAMER, 5W1H, Attribute listing, Defect/Desire Listing cards were added, and it was attached as a Velcro with the

2 3 55

Problems and Requirements It would be great if the back of the main plate could use more sophisticated evaluation methods, such as Now-How-Wow and Decision Matrix, in addition to classification and arrangement purposes. The volume and area of the main plate are too large for elementary school students to use. It would be great if it was about two-thirds smaller. It would be great if the main plate will be solid

Kim, K.

4 5 6

without fluttering. Various technique cards should be easy to find, easy to store, and organize. It would be great if attached to the blackboard. Plus, the mainboard and the technique card could be attached by magnetism. It would be great, post the results on my desk.

The techniques available for the D-T-C process using the third-generation Wowboard are shown in Figure 9, and the detailed usage can be referred to in Appendix 1.

5. CONCLUSION For the development of creativity, educational tools based on D-T-C thinking were developed three times and named Wow Idea Board. In the future, more research is needed on the utilization of Wow Idea Board by subject and subject convergence, research on online and offline linked Wowboards, and individual idea tools that can smoothly carry out D-T-C ideas in non-face-to-face and non-contact situations is needed.

APPENDIX A [1] Kwangmyung Kim. (2020). Wow board Online Userâ&#x20AC;&#x2122;s Guide, Wisdom Creative Research Lab, Seoul. Shared address: http://bitly.kr/nDNlBSVB97

Fig. 8. Wow idea board Plus Magnetic â&#x20AC;&#x201C; 3rd Generation/ Utilizing the Blackboard Attachment of Wowboard

REFERENCES [1]

[2]

[3] [4] [5] Fig. 9. List of available techniques for wow board according to D-T-C stage

In the aspect of hardware, the third-generation wow board attaches the PP panel to both sides with the EVA in the center, and in the meantime, the magnet was stuck so that it is solid and light, and the mainboard and the technique card are self-contained. In addition, the mainboard can be attached to the blackboard or placed on the desk using a package to enhance the completeness of the product. (Fig. 8) Also, the use of the backside was enhanced by allowing the use of the Now-How-Wow technique and the Decision Matrix. The eight assessment criteria required for this assessment are included in the technique card package.

Jung-Pyo Hong. (2016). Class of Idea Generation for Creative Thinking, KSDS Conference Proceeding, pp. 48-49 Kwangmyung Kim. (2015). On-off line Blended Teaching Methods and Cases using Wow-board, SMART EDUCATION ASSOCIATION Conference Proceeding J. Chiristopher Jones. (1981). Design Methods, Willey, pp. 64-68 Heung Ryong Woo. (1996). Design Thoughts & Methods. Changmi Publishing House, Seoul Heung Ryong Woo. (2001). A Computer Mediated Design Development System for Design Innovation. Archives of Design Research, pp. 77-85

Kwangmyung Kim received a doctorate in design from Seoul National University of Science and Technology in 2008. His research interests include design thinking, design research, design methodology, creative idea development, service design, STEAM education, interface design, SW solution development/design, product design, ontology, etc.

Lee, SC. (2020). Action Research on Personalized Curriculum based on the High school Credit System. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 57-59).

Action Research on Personalized Curriculum based on the High school Credit System Sang-chan Lee a* a

Byeolmuri Christian School, 56, Byeolmuri-gil, Namil-myeon, Geumsan-gun, Chungcheongnam-do, 32760, Republic of Korea

Abstract: This study is action research that investigates the process and the results of the personalized curriculum based on the high school credit system. The curriculum was run at a high school for two years and six months. This study aims to help the implementation of a personalized curriculum using the credit system. The personalized curriculum based on the credit system showed following attributes: elaborate career guidance, meticulous understanding of students, extensive in-depth support of teachers, expansion of learning, actualization of collective intelligence, distance support program, the practice centered learning. With the system, students showed certain aspects; the students chose the career paths that suited their interests and abilities, and they made diverse career decisions based on theoretical background and essential practices. It was observed that each student made adequate decisions on career paths and higher education. In addition, this study discusses the improvement plans that efficiently support educators in the field for constructive curriculum development. Keywords: personalized curriculum, credit system, advisor, learning management system, subject mentoring, quarter system

1. INTRODUCTION

2. RESEARCH METHOD

Korean Ministry of Education has planned to impose the “high school credit system” by 2025. This plan is designed to diminish excessive competition and to encourage students to make career decisions based on their discretion and aptitudes. However, there are obstacles to apply the plan in the field such as the selection process focusing solely on the college entrance examination system, educators’ lack of awareness, insufficiency of infrastructure for the credit system, post-learning assessments, and the hierarchy between assessments. All the obstacles are factors that are extraneous to students who are the protagonists of the learning. Students are the main agents of learning, so the curriculum should be discussed for students to reconstitute and reinterpret themselves. The purpose of this study is to help educators who concern with the curriculum and the future of students by introducing instances of the personalized curriculum based on the credit system at School B – how the school planned the system and run it for the last four years.

2-1. Action Research This study used action research, a research method of an action-reflection cycle of planning, action, observing, and reflecting invented by social psychologist, Kurt Lewin (1946). This study also used spiral research of Kemmis & McTaggart (1998) as it presents detailed procedures of self-reflective research activity: identifying problems, revised plan, action, observation, reflection. This study discusses the need for the personalized curriculum based on the high school credit system, identifies problems, proposes the new personalized curriculum derived from readings, discussions, and conception of educator group, analyzes the result of applying the curriculum, and suggests assignments for the future studies. Three following research questions are answered in this study. [1] System of curriculum

student-centered

[2] The credit system in the personalized curriculum __________ Manuscript received June 11, 2020; revised June 19, 2020; accepted June 26, 2020.

personalized student-centered

[3] Implementation of the high school credit system 2-2. Researchers

 Corresponding author. Tel.: +82-10-6817-0206; fax: +82303-0799-7283; e-mail: temist@bmrschool.org

There are 22 researchers in this study: principal and vice-principal, school researchers, and 18 teachers who practiced the curriculum. 57

Lee, SC.

■ Course registration ■ Final lesson plans ■ Students class schedule

2-3. Data Collection and Analysis To collect data, various methods were used such as observation, interview, online survey, collecting teaching materials, analyzing distance support programs, and analyzing data from advisory meetings.

3.2.3 Supporting progress of the personalized curriculum The learning management system has a profound function in the personalized curriculum based on a credit system. It is the means of assistance that can efficiently guide and manage the full extent of classrooms, academic calendars, bulletin boards, and over 300 courses.

3. RESULTS OF STUDY 3.1. System of Student-Centered Personalized Curriculum

3.3. Credit System and Assessment The curriculum should be directed to respect students’ freedom of choice and help them to take responsibility for the learning they design themselves and its academic outcomes. This is the conclusion of abandoning the fact that only teachers can design the curriculum. Students are the important members of the curriculum who practically participate in learning. The credit system is the basic condition for students to design their own classes or take the lead in learning including contents and attributes of subjects.

3.3.1 Assessment teachers/mentors

3.3.3 Assessment of courses offered by external instructors Students can plan a class with external experts when the school teachers are not available for the subject. In the courses that are offered by external instructors, the assessment is conducted by the external instructors. 3.4. Results of Implementation of the Personalized Curriculum based on Credit System 3.4.1 Student-centered courses on various subject areas Each quarter, there are over 300 courses are offered.

3.2. Learning Management System for Credit System School B developed and utilized the learning management system for the communication of 140 students and 30 teachers. between

offered

3.3.2 Assessment of courses offered by students The methods and rubrics of assessment on courses that are offered by students should be discussed with subject mentors prior to course openings. In the courses, students are allowed to include a selfassessment grade to the rubric. Yet, most of the assessment is conducted by the subject mentors during the assessment period at the end of each quarter.

3.1.2 Policy ■ Quarter system ■ Students should complete the required courses and elective courses. ■ Minimum credits required per quarter: 6 credits of required courses and 17 credits of elective courses ■ Course credits are given based on a series of assessments: students’ presentations on academic outcomes, mentor assessment, advisor assessment, self-assessment quarterly.

tool

courses

In the courses that are offered by teachers, students are assessed by teachers (subject mentors) 100%. The rubric consists of a midterm exam, final exam, assignments, participation, and attitude. The percentages of each category may vary depending on the subjects.

3.1.1 Summary The personalized curriculum based on the high school credit system is designed to provide students the environment that they can complete required courses and elective courses flexibly. In required courses, students develop values in the aspects of the Christian worldview and cultivate capabilities that are required in the future society. In elective courses, students study the subject areas of individual needs and interests.

3.2.1 Communication mentors, and advisors.

3.4.2 Phases of learning are achieved thoroughly as planned. 3.4.3 Student-centered learning flourished (e.g. project-based learning).

students,

models

are

3.4.4 Effective revision is conducted throughout the learning process

3.2.2 Providing forms and procedures of the personalized curriculum ■ Lesson plans

Action Research on Personalized Curriculum based on the High school Credit System

curriculum based on the high school credit system in the field.

4. CONCLUSION This study started from the one single question of teachers: How can a school avoid the teacher-centered curriculum and its overstability, but guarantee studentsâ&#x20AC;&#x2122; freedom of choice on their own learning? Starting from the question, researchers of this study went through years of research hoping none of the students would waste their time at a school. Finally, it was possible to develop the personalized curriculum based on a credit system that could be implemented practically in classrooms. Nonetheless, there were several limitations to conducting this research. First, the research was conducted depending solely on the field study. There were no other relative cases or studies at the secondary school level. Second, the number of research participants (students of School B) were 140 which is relatively small compared to public schools. It was easier to control or manage the system with 140 participants. Third, it is onerous to request teachers who are prepared for certain subject areas to be multirole mentors for the high school credit system. This study would open a gate to educators and researchers who have great attention on the credit system or the personalized curriculum at secondary education. Moreover, it is expected that diverse researches are conducted on the personalized

REFERENCES [1] [2]

[3]

[4]

[5]

Ministry of Education (2017). 2015 Revised Curriculum Commentary. Ministry of Education. Ministry of Education (2016). High school customized education activation plan. Sejong: Ministry of Education Gu Ja-kuk, Namgung Ji-young, Kim Bok-young, Kim Hee-gyu, & Lee Soo-gwang. (2011). How to introduce credit system. Seoul: Korea Educational Development Institute. Dianne L. Ferguson(2001). Designing Personalized Learning for Every Student. Association for Supervision and Curriculum Development Michael Russell(2013). Connected Teaching and Personalized Learning. American Institutes for Research Sang-chan Lee received an M.S. degree in Biology Education from Handong University of Education in 2008. He is a vice-principal of Byeolmuri Christian School. His research interests in integral education.

Lew, WS. V. (2020). Convergence education and its impact on the secondary school mathematics teacher: a personal reflection In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 61-64).

Convergence education and its impact on the secondary school mathematics teacher: a personal reflection Wei Sern, Vincent, Lew a* a

Dunman High School, 10 Tg Rhu Rd, Singapore, 436895, Singapore

Abstract: This article is an attempt to reflect upon what has happened so far and to make sense of what is happening from a perspective of a teacher who has some basic TPACK skills, and has been using educational technology to enhance the teaching of mathematics in the classroom and beyond. This study reached the following conclusions. First, we have a strong community in the SGLDC that can rise up to the technological learning challenges posed, Second, we are resilient enough to learn new things, and to share with one another freely what we know, and on convergence education, if the need arises, Third, the uncertain future is not something that we should fear but an opportunity for us to discover and build stronger affinity and bonding among teachers, Fourth, we can pass this positive experience explicitly or tacitly to our students and help them learn how to be as self-directed and resilient as well by example, Finally, technological tools like Facebook, Google and Geogebra and many other digital tools have lent their capabilities freely to help us achieve our online lessons successfully.

Keywords: convergence, education, secondary schools, teacher.

1. INTRODUCTION

a teacher or student-centered learning? This article is an attempt to reflect upon what has happened so far and to make sense of what is happening from a perspective of a teacher who has some basic TPACK skills and has been using educational technology to enhance the teaching of mathematics in the classroom and beyond.

I first heard of the phrase STEM education barely five years ago. Then before I could even imagine how a STEM education framework could be formulated locally, I noticed STEAM ideas flooding social media posts on education. This coincided with my more active use of Facebook starting from late 2017. You might think what an ignorant educator I might have been when STEM education was already talked about since the nineties in the US, where this term was first used. Fast forward to June 2020 and now I suddenly am thrust into thinking and discussing convergence education! With the ongoing Covid-19 pandemic forcing schools to close and to adopt online learning for its students, teachers are scrambling to learn how to pick up new ways of teaching and learning and skills in digital technologies to prepare resources for online learning as well as teaching. What has been the impact on teachers in mainstream schools, and in particular secondary schools, with all the developments above knocking on the doors of classrooms more attuned to chalk and talk, whether it is

2. CONVERGENCE EDUCATION To begin making sense of the evolution of the concept of STEM, STEAM and convergence education, we have to recognize the that we now live in an evervolatile, uncertain complex and ambiguous (VUCA) world with ever-expanding new knowledge and technologies, competing ideas, economies fighting for a bigger slice of the international economic pie, social stresses brought about by globalization and competition, environmental stresses that threaten to permanently damage our Earth through global warming and pollution, and so on. Looking at the literature on STEM and STEAM education[1],[2],[3] and on convergence education [4][5], it becomes very acutely clear that these educational initiatives have evolved out of urgent needs and foresight of experts and leaders in the respective fields of knowledge and social institutions. Science and technology, coupled with well-managed economies and industries has enabled many countries in the globalized world to provide better health and

__________ Manuscript received June 11, 2020; revised June 19, 2020; accepted June 26, 2020.

ď&#x20AC;Ş Corresponding author. Tel.: Tel: +65 6345 0533; Fax: +65 6344 2316; e-mail: lewweisern@gmail.com

Lew, WS, V.

living conditions and enabled many to be lifted out of abject poverty. However, it is also ironic that advances in technologies and globalization have resulted in increased competition and structural changes to many economies, where traditional jobs and skills are gradually replaced and there is an increasing mismatch of skills required and the education provided.

between the various academic disciplines. In the past “the limitations of the human mind and the complexity of the Universe have compelled the compartmentalization of learning, resulting in the present academic disciplines.” The rapid growth of new discoveries in science and new engineering knowledge with the help of continuing advances in technology across disciplines “are motivating convergence.” And “convergence stimulates transitions from basic science discovery to practical, innovative applications.” This in turn has resulted in global awareness that education and training have to evolve to prepare not only students to have the ability for convergent thinking and learning skills, but also have educators trained to lead students in this endeavour. From the nine challenges and issues listed by Herr, et al. [7], there is a critical need to review education because of the growing new knowledge and skills which do not fit traditional curricula, which also competes with existing content for curriculum time, and also because the difficulties in predicting the future education needs. Prioritising what to learn and how to learn based on a convergent educational paradigm, and seizing the potential of new technologies and approaches to transform education needs to be looked into.

2.1. STEM Education STEM education was first mooted in the US[3] to address the deficits in education, and to help its students compete with the rest of the world on a more level playing field and to maintain its leadership in scientific innovation. While it has already gone through its rounds in research and promotion in the education community around the world, yet it is not surprising that like me, many teachers, and even professionals in the STEM education fields may not have full clarity as to what it should essentially entail[2]. For others, the lack of proof that embracing integrated STEM education will have any positive impact on performance in standardized tests, in which students and teachers are already well-positioned in the conventional regime, discourages them from trying. 2.2. STEAM STEAM came along, inspired by Yakman[4], with the definition: “Science and Technology interpreted through Engineering and the Arts, all based in a language of Mathematics.” Its bold call was to researchers and practitioners to synthesise and build evidence that “integrative education helps with transference as well as the depth and breadth of knowledge acquisition and retention.” She asked that those who have experienced this to convince the administrators and policymakers to adopt an integrative structure in education. STEAM does not replace STEM, it is just more inclusive, recognizing the linkages between the arts and the STEM subjects and putting them all together with the STEAM pyramid [4, pp 1719] seeing education from the highest level, the universal lifelong level, to the integrative, multidisciplinary, discipline-specific then finally content-specific level. STEAM has held the imagination of the education community and continues to grow advocates and believers. I am one of those who have chosen to experience integrative education and seen how this helps the transference as well as the depth and breadth of learning

3. IMPACT ON SECONDARY MATHEMATICS How has STEM, STEAM, and convergence education impacted me and my teaching practice? Let me describe what I have encountered here. 3.1. Enrichment Activities, Applied Learning in STEM While locally STEM education has not been directly implemented into the main curriculum, post examination enrichment activities are arranged for students to experience various STEM activities at the STEM Inc, Science Centre Singapore.[8] There is also a STEM applied learning programme (STEM ALP) in which they collaborate with some schools and offer to students who opt to have it as an additional subject. More details are available at the STEM Inc webpage.[8] Teachers like myself are not specifically trained in STEM education, although many of us in recent years are more aware of STEM education. 3.2. Mathematics Curriculum While there is no direct reference to STEM, recent reviews to the mathematics curriculum and textbooks show emphasis on mathematical processes like reasoning, communication, and modeling which are supporting the development of 21st-century competencies. There is a drawing of attention to the teaching of big ideas in mathematics and the coherence and connections between topics. Problems in realworld context are regularly set by teachers for students to learn and be accustomed to applying mathematics to real-world problem-solving.

2.3. Convergence Education How then would convergence education fit into my schema? The National Science Foundation defines convergence as the “deep integration of knowledge, techniques, and expertise from multiple fields to form new and expanded frameworks for addressing scientific and societal challenges and opportunities.”[6, pp. 6] So then I see STEAM education as a subset of the overarching concept of convergence, which is the growing evolution toward deep interactions among and 62

What 4DFrame competition can offer to grade 5 students: a case in the Hong Kong team?

3.3. Student Learning Space (SLS) and the Singapore Learning Designers Circle (SGLDC) The SLS is a national learning portal [9] that provides learning resources for all the subjects taught in public schools in Singapore. Teachers can craft lessons and share lessons on the portal. Commissioned in 2018, it has a long term vision of not just being a learning management system (LMS) but also aims to provide features and tools to guide teachers to plan and design lessons using sound online learning pedagogies. The creation of a closed Facebook group called the Singapore Learning Designers Circle (SGLDC) in 2017 was to anticipate the need to serve and support the teachers as they build competencies in designing online lessons. The group grew from just over a hundred members initially to fifteen thousand five hundred members in the short space of three years! What has been very transformational for many teachers is that this group has successfully cultivated a community of learners, where members freely ask for help, contribute lesson ideas and resources, post online articles on education issues or research findings and new education initiatives from around the world and help each other to hone and push innovative teaching ideas into practice. 4.

teachers that the conventional brick and mortar courses and training could not have done. 4.3. Online Live Tutorials I was sharing on the SGLDC portal weekly interactive digital resources for learning mathematics and sciences. Teaching with interactives and simulations (TWINS) has been my proposition for inclusion into teaching practice because students doing such activities become explorers, learn by doing and think of what-ifs. And to me, TWINS is a STEM supporting teacher skill. During school closure, I offered to conduct live online tutorial sessions. To my great surprise, there was overwhelming demand from teachers who were keen to learn how to make use of existing interactive resources as well as those who wanted live lessons on how to create such resources. Together with a group of teachers who were experts in this area, we managed on short notice to develop a series of four live tutorials to address their needs. The weekly one and a half hour compact sessions drew thirty to forty participants each time. We set up a website to serve this newly â&#x20AC;&#x153;discoveredâ&#x20AC;? community of teachers who see the need for building capacity to know how to use or design interactive learning resources for their students. We now have plans to continue helping one another build greater capacity in producing such resources and crafting even more interactive lessons.

FURTHER OBSERVATIONS

4.1. Individual learning roadmaps and training courses Official training courses are offered every year and teachers are encouraged to plan their individual learning roadmap at the start of each year. While courses on offer reflect the organizational needs and anticipate the individual's needs, it may not always be possible to cover all the needs. There are courses that are teacher-led, led by teachers who may share their best practices in subject-specific areas and topics, or some innovative ICT tools that impact across subjects. Such courses could be conducted at centralized locations or locally in schools. Still, it is not always possible to cover all the needs of the teachers. And this is where the SGLDC filled the gap.

4.4. Accessible Resources There are issues raised in the articles [10][11] where inequality has been exacerbated by the fact that students of lower social-economic status (SES) did not have access to digital devices or did not have the broadband internet access to view the learning resources. This will always be a concern and we must carefully design to avoid as much as possible. In our case, the SLS is a portal freely accessible to all students regardless of their social-economic status. During the school closures, students (relatively small number) who did not have digital devices were loaned such devices and were permitted to come come to school to connect to the school internet for their online lessons. Our teamâ&#x20AC;&#x2122;s TWINS initiative uses open-source dynamic mathematics software, Geogebra [12] and resources are free and can be hosted free either on the SLS or on the original software platform. So accessibility is equal to all students and teachers.

4.2. Circuit Breaker Home Based Learning Experience and teacher self-directed and collaborative learning through the SGLDC The Covid-19 pandemic saw an unprecedented relatively sudden school closure and many teachers had to scramble to put up online lessons. During this two month period, besides the support that teachers were getting from their own school departments, the SGLDC community became the centerpiece for collaboration and technical help for many teachers who were leading their schools' digital learning efforts. Teachers shared lesson plans, pointed to tools that helped to produce video lessons, conduct live online lessons through video conferencing tools, assessment tools, and other kinds of resources. It was an amazing demonstration of how social media could support learning among

5. CONCLUSION While we do not have in place concrete plans to train teachers or to implement STEAM or convergence education any time soon, the unprecedented homebased learning load thrust upon us teachers has helped at least me realise that a. we have a strong community in the SGLDC that can rise up to the technological learning challenges posed, 63

Lew, WS, V.

we are resilient enough to learn new things and to share with one another freely what we know, and on convergence education, if the need arises, the uncertain future is not something that we should fear but an opportunity for us to discover and build stronger affinity and bonding among teachers, we can pass this positive experience explicitly or tacitly to our students and help them learn how to be as self-directed and resilient as well by example, technological tools like Facebook, Google, and Geogebra and many other digital tools have lent their capabilities freely to help us achieve our online lessons successfully.

[6] Global Perspectives in Convergence Education Workshop Report (2017, November). NSFOECD-National Academies-Department of StateUSC. [7] Herr, D.J.C., Akbar, B., Brummet, J. et al. Convergence education—an international perspective. J Nanopart Res 21, 229 (2019). https://doi.org/10.1007/s11051-019-4638-7. [8] STEM Inc (2020). About STEM Inc. Retrieved from https://www.science.edu.sg/stem-inc/aboutus/about-stem-inc [9] Ministry of Education, Singapore. Singapore Student Learning Space (SLS). Retrieved from https://www.moe.gov.sg/education/syllabuses/sin gapore-student-learning-space-(sls) [10] Hiller A. Spires. (2020, May 14). We Can’t Put the Genie Back in the Bottle: Designing NextGeneration Education in the Time of Crisis. Friday Institute for Educational Innovation. Retrieved from https://www.fi.ncsu.edu/news/we-cant-put-thegenie-back-in-the-bottle-designing-nextgeneration-education-in-the-time-of-crisis/ . [11] Victoria Nash and Rebecca Eynon. (2020, May 18). Coronavirus school closures impact 1.3 billion children – and remote learning is increasing inequality, The Conversation. Retrieved from https://theconversation.com/coronavirus-schoolclosures-impact-1-3-billion-children-and-remotelearning-is-increasing-inequality-138656. [12] Geogebra. https://www.geogebra.org/

While the VUCA world and educational issues will not go away simply by facing up to them, we will learn to stay connected, learn and collaborate and share our experiences with the rest of the wider community of educators and in so doing help one another achieve the best outcomes for our respective communities. REFERENCES [1]

[2]

[3]

[4]

[5]

Jeffrey J. Kuenzi (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action Congressional Research Service Reports. 35. Bybee, Rodger W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), 30-35. Blackley, Susan and Howell, Jennifer. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(40). DOI: 10.14221/ajte.2015v40n7.8 . Georgette Yakman (2008). STEAM Education: an overview of creating a model of integrative education (Doctoral Dissertation) Retrieved from https://www.researchgate.net/publication/327351 326_STEAM_Education_an_overview_of_creati ng_a_model_of_integrative_education. Perignat, Elaine and Katz-Buonincontro, Jen (2019). STEAM in Practice and Research: An Integrative Literature Review. Thinking Skills and Creativity (31), 31-43.

Wei Sern, Vincent, Lew received the degree of Bachelor of Engineering (Civil) from the National University of Singapore in 1987 and his postgraduate diploma in education from the National Institute of Education, Singapore in 2004. He is a secondary school mathematics teacher with a keen interest in leveraging educational technology in teaching and learning. He enjoys producing interactive digital learning resources and simulations using Geogebra and tools that are freely accessible to students.

Cheng, W. K., & Cheng, C. T. Y. (2020). What 4DFrame competition can offer to grade 5 students: a case in the Hong Kong team? In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 65-67).

What 4DFrame competition can offer to grade 5 students: a case in the Hong Kong team? Wing Kin CHENG a* and Claire Tsz Yan CHENG b a

The University of Hong Kong, Pokfulam, Hong Kong North Point Methodist Primary School, Hong Kong

Abstract: The paper describes experience sharing on the learning trajectory of a pair of grade 5 students in Hong Kong who joined a 4DFrame competition in the year 2018-2019 from a parent scholar’s point of view. The development of the creation of the product and the learning experiences were captured by observation and field notes. One of the students will be invited to explain how they made the 4DFrame car and will answer participants’ queries. Suggestions to teachers or coaches on leading STEM projects or activities will also be discussed during the presentation. Keywords: 4DFrame, micro-bit, student learning experience.

1. INTRODUCTION

Grade 5 students in Hong Kong learn only the very simple closed circuit. They do not need to connect the jumper to the micro-controller and its driver board. It took them quite some time to understand how the circuit was formed and how to connect the input module and the output module to different pins.

This paper describes the learning process of a pair of students who joined a 4DFrame competition in 20182019 in Hong Kong. The task was to load an unknown object, a plastic egg, on a 4DFrame car driving through different routes, namely a sandy route, a spongy route, and an uphill-downhill route. The car was built by 4DFrame products and 2 micro:bit boards with motors connected to Kitronik Motor driver board. The following sections discuss the difficulties that the students encountered during this process.

2.3 No knowledge of mechanics When building a car, the structure is crucial. Students can follow instructions to make different cars with 4DFrame, but ensuring that the structure of the car was strong was never an easy task. For instance, in the initial trials, when the participating students loaded the battery pack, the Kitronik Motor driver, and the micro:bit board, the car collapsed. Another incident was when they had built quite a strong car but then it fell when it went uphill and downhill. It took them a lot of time to test the different body structures of the car before it came to a more solid structure.

2. The product creation trajectory and difficulties encountered During the creation process, students faced lots of challenges and some of these difficulties are explained in the sub-sections that follow. 2.1 No programming knowledge Grade 5 students in Hong Kong do not need to learn programming with micro:bit. It was totally new to the two participating students. They had to learn the programming logic, how to turn on and off the motors, and how to send and receive signals in order to control the motors to turn and to move forwards and backward.

2.4 Fixing non-4DFrame parts to the 4DFrame parts As students did not know whether the 4D product parts and the non-4DFrame part can be stuck together by tape, they decided to create a car without using other tools, such as tape and string. It was not an easy task for students to attach the non-4DFrame parts to the 4DFrame parts. Students made the initial movable car as shown in figure 1. The car was not connected firmly and the car could only move forward. The following link shows the video of the testing of this car. https://youtu.be/9SFJN-Xx2VU.

2.2 No experience in electronics __________ Manuscript received June 15, 2020; revised June 21, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: Tel: +852 2859 2111; Fax: +852 2858 2549; e-mail: wingkin@gmail.com

Cheng, W. K., & Cheng, C. T. Y.

2.6 An unexpected hiccup During the competition, one of the wires connected to the battery pack loosened after going downhill and bumped onto a wall. They could not figure out why the car did not work. Luckily, it happened near the end of their trial.

3. Further enhancement of product after the competition After the competition, the two participating students had another chance in trying out different input and output modules with micro:bit and Arduino. On the other hand, one of the participating students tried to add an ultrasonic sensor to the 4DFrame car so that it would not hit obstacles. The following link shows the video of her final product. https://www.youtube.com/watch?v=k8jiUCbzDso

Fig. 1. Initial movable car 2.5 The final product and testing the car After more trials and tests, the participating students managed to build a strong structure of the body of the car, with the development of different wheels equipped with a platonic solid structure of the egg container. The car was finally created as shown in Fig. 2. The students then practised controlling the car and trained themselves in using the micro:bit controller. It took the students quite some time to get used to controlling the car.

The student further made 4DFrame together with Arduino. She will share some of her new makings such as a traffic light and a Photoresistor LED light system.

4. Potential learning opportunities The 4DFrame competition provided a platform for students to create and to optimize their products following the given requirement. In the beginning, the students had no idea how to build the car in every aspect of STEAM. They learned computer programming, mechanics, electronic circuits, and symmetry in mathematics throughout. In the learning process, they had to follow different prototypes. For example, they simply copied the codes in sending and receiving radio signals with micro:bit; they followed the procedures in making a simple movable 4DFrame car. They then had to merge different prototypes such as fixing the non-4DFrame parts to the 4DFrame parts and started using micro:bit to control the car. Despite the different challenges faced as described in Section 2, they tackled them throughout with the guidance of the coach (Vygotsky, 1994; 1997). This is how they could reach the zone of proximal development with the help of a coach who assisted them in the development of skills in solving these problems. The competition has helped students develop problem-solving skills, and communication skills and collaboration skills with peers.

Fig. 2 The final car created before the competition Since it was a very open-ended task where no â&#x20AC;&#x2DC;model answerâ&#x20AC;&#x2122; was available, these young learners have developed a sense of ownership and have become the authors during this production process (Amit & Fried, 2005; Wagner, 2007). The task thus allowed the learners to exercise control and make decisions regarding how the car could be built and controlled. This enhances the assumption of authority in the learning process. The following links show the videos captured in the last few days before the competition. Link 1: Controlling the car to avoid hitting the obstacle https://youtu.be/F1OefxZDlb8 Link 2: Racing with the car https://youtu.be/HVdXlMEU2dQ

It was amazing that students could further enhance the product after the competition. It is in fact truly beneficial, and indeed unexpected, that the two young learners still worked on improving the design of the product even after the competition. The researcher believed that this provided evidence of how the two young learnersâ&#x20AC;&#x2122; sense of authorship has been enhanced 66

What 4DFrame competition can offer to grade 5 students: a case in the Hong Kong team?

and personal latitude broadened (Herbel-Eisenmann and Wagner, 2010) as their objective of creating, and then improving this 4DFrame car product was not solely to win a competition but having the freedom of action and thought without being obliged to do what they were told to.

[3]

[4] 5. CONCLUSION A STEAM competition offers students various opportunities in learning. It provides students with a platform to develop different generic skills such as communication skills, collaboration skills, problemsolving skills, and creativity. However, students might face lots of difficulties. With suitable and relevant prototypes given to students and with sufficient guidance offered by the coach, it would facilitate them in persisting on developing a product.

[5]

Wing Kin CHENG received the Doctor of Education from The University of Hong Kong. His research interests include STEAM education, Mathematics Education, Learner Agency, Authority.

ACKNOWLEDGMENT My sincere gratitude to Claire, Cheng Tsz Yan from North Point Methodist Primary School in Hong Kong from sharing her designs and the contribution to the sharing.

Claire Tsz Yan CHENG is studying at North Point Methodist Primary School in Hong Kong. She won the Gold Award for the 2019 13th International Mathematical Science Creativity Competition in the Mechatronic division for primary students. Her interests include 4DFrame, micro:bit, and Arduino.

REFERENCES [1]

[2]

Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75(1), 43-63. Vygotsky, L.S. (1994). The development of academic concepts in school-aged children. In . R. van der Veer & J. Valsiner (Eds), The Vygotsky reader (pp.355-370). Cambridge: Blackwell. Vygotsky, L.S. (1997). The collected works of LS Vygotsky: The history of the development of higher mental functions (Vol. 4). Springer Science & Business Media. Wagner, D. (2007) Studentsâ&#x20AC;&#x2122; critical awareness of voice and agency in mathematics classroom discourse. Mathematical Thinking and Learning, 9(1), 31-50.

Amit, M. & Fried, K.N. (2005). Authority and authority relations in mathematics education: A view from an 8th Grade Classroom, Educational Studies in Mathematics, 58(2), 145-168. Herbel-Eisenmann, B. & Wagner, D. (2010).

Capozucca, A., Fenyvesi, K., Stettner, E., Miyazaki, K., Maehata, N., Brownell, C., Kaukolinna, M., Pekonen, O., & Lavicza, Z. (2020). Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom! In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 69-74).

Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom! Andrea Capozuccaa , Kristóf Fenyvesib*, Eleonóra Stettnerc , Koji Miyazakid, Noriko Maehatae, Christopher Brownellf, Matias Kaukolinnag, Osmo Pekonenh, Zsolt Laviczai a

University of Camerino, Via Madonna delle Carceri 9, Camerino 62032, Italy University of Jyväskylä, Agora B435.2, PO Box 35, Jyväskylä FI-40014, Finland c Kaposvár University, Guba Sándor str. 40., Kaposvár 7400, Hungary d Kyoto University, Japan e Image Mission Inc., Japan f Fresno Pacific University, USA g Experience Workshop Global STEAM Network, Keskuskatu 2A 41, Mäntsälä 04600, Finland h University of Jyväskylä, Agora, PO Box 35, Jyväskylä FI-40014, Finland i Johannes Kepler University, Austria b

Abstract: This paper aims to implement the cultural and artistic heritage of the Japanese Temari tradition in mathematics and art class. Various hands-on and digital modeling opportunities are suggested to introduce spherical geometry to a wide range of students. The main goal is to promote arts integration in mathematics learning and vice-versa by fostering creative problem-solving activities in mathematical and artistic contexts.

Keywords: Mathematics, Art, Symmetry, Education, Temari, Japan, STEAM, Ethnomathematics, Handcrafts.

mathematics teacher “taught a Temari artist how to decide the position of vertices of a spherical regular icosahedron.” [1, p. 9.] Following this modern tradition of collaboration between mathematicians and artisans, Miyazaki himself made a significant impact on the geometrical design of Temari patterns as well, through his collaboration with the famous Temari master of Osaka, Mrs. Kiyoko Urata [1, pp. 8-14.]. In the same manner, there are also renowned mathematicians, who create their own mathematically inspired Temari patterns on an artistic level, like Carolyn Yackel, who implements her beautiful designs (see: http://faculty.mercer.edu/yackel_ca/images/temariballs. html) in her university courses mathematics as well. [4] In 2019 Spring, Experience Workshop Global STEAM Network’s (www.experienceworkshop.org) members, educational researcher, Kristóf Fenyvesi and mathematician and historian, Osmo Pekonen visited Japan with the purpose to explore the unique story of the collaboration between the prominent mathematician, Professor Koji Miyazaki and a renowned handicraft master of traditional Japanese Temari, Mrs. Kiyoko Urata (Fig. 1). The question posed by their visit was: “What makes a mathematician collaborate with a handicraft artist and vice-versa?” On the one hand, the specific symmetries of traditional Temaris offer a lot to study for the

1. INTRODUCTION Temari is ancient Japanese craftwork that dates back most probably to the 8th century. The Temari name refers to a spherical object (-mari) that one can hold in hand (Te-). [1, p. 8.] On a Temari's surface, various spherical polyhedral patterns are subsequently embroidered utilizing multiple colorful strings. The art of Temari is a concrete example of how the genuine encounter of aesthetic creativity with advanced geometrical skills results in spectacular and sophisticated symmetries on a spherical surface. In addition to the encounter of ideas, the history of Temari records also real encounters between artisans and mathematicians. Japanese mathematician, the world-renowned expert of mathematics and art connections in Japanese culture, Koji Miyazaki describes a case from the 1950s when a high school __________ This work was supported by the Scandinavia-Japan Sasakawa Foundation and the Embassy of Hungary in Tokyo. The authors would like to say thanks to Dr. Norbert Palanovics, Ambassador of Hungary to Japan and Dr. Hortenzia Hosszú, Science and Technology Attaché at the Embassy of Hungary in Tokyo.

 Corresponding author. Tel.: +358-40-805-3324; e-mail: kristof.fenyvesi@jyu.fi

Capozucca, A., Fenyvesi, K., Stettner, E., Miyazaki, K., Maehata, N., Brownell, C., Kaukolinna, M., Pekonen, O., & Lavicza, Z.

mathematician, but on the other hand, visualizing specific spherical tessellations require solving various geometrical problems, which offer several unique challenges for the handicraft artist. Traditional Temaris preserved valuable ethnomathematical knowledge. When it is recognized and explored from the mathematical point of view, the Temari-tradition also becomes renewable through mathematical approaches.

Spherical geometry and tessellations on the sphere offer several interesting geometrical problems, which can provide unique educational opportunities. Studying the mathematical innovation of traditional Temari-aesthetics can extend the discussion about mathematics's role in art and culture towards the study of systematic, procedural approaches in creating artistic pieces. Discovering these connections in educational settings can develop students’ recognition and appreciation of intricate patterns and help to understand not only the manufacturing challenges but also the beautiful simplicity and exciting complexity of mathematical structures behind the patterns.

2. TEMARI PATTERN DESIGN FOR EXPLORING SPHERICAL AND POLYHEDRAL SYMMETRIES AT THE MATHEMATICS AND THE ART CLASS Temari can provide multidisciplinary connections to investigate spherical geometry, polyhedra, and even combinatorics as part of cultural tradition. How we can turn these investigations into a creative activity, which can encourage arts-integration into mathematics teaching and vice-versa? There are excellent do-ityourself resources [3] and a few significant examples of implementing Temari in educational context [4], but it should be noted, creating a real Temari takes time and commitment. To have introduced to the tradition can take several years of training, and constructing a single Temari takes a significant amount of working days. Therefore, to implement Temari-making as an educational activity in mathematics or art classrooms could be complicated because it would require several conditions, which are not given in everyday learning situations. For the educational implementation of the Temaritopic for students in various age groups, it is recommended that most of the suggested activities are based on easily accessible, everyday materials. Creative pattern design is paving the way to discover specific symmetries on real 3-dimensional spheres, as part of mathematics and art learning. The spherical surface of ping-pong balls, or larger polystyrene styrofoam balls, spherical candles, and even sphericalshaped fruits, like oranges prove to be good starting points to experiment with drawing or painting Temari pattern designs on their surface. There are excellent spherical geometric didactic toolkits, like the Lénártsphere and great opportunities in digital modeling of spherical surfaces and patterns with the GeoGebra dynamic geometry software, and spatial modeling tools, like 4Dframe as well to bring forward the investigations in a more systematic manner. Based on the positive feedback for a brief STEAMpopularizing article presented by the first author of this paper in the leading Italian educational magazine, Focus Scuola, the authors of this paper decided to give a more detailed scientific introduction of the topic. The

Fig. 1: Professor Koji Miyazaki (top), Osmo Pekonen (middle) and Kristóf Fenyvesi (bottom) are holding Mrs. Kiyoko Urata’s Temari, decorated with a polyhedral pattern.

Professor Miyazaki and Mrs. Urata's mathematicalartistic collaboration lasted for several decades. It resulted in several dozens of mathematically inspired Temaris with icosahedral symmetry. Today, both artists and mathematicians admire their unique pieces (Fig. 2).

Fig. 2: Pieces form the Urata-Miyazaki Temari Collection presented at the Art Exhibition in Bridges Jyväskylä Conference 2016, Finland.

Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom!

main goal of this paper is to call educators' and parents' attention to all these accessible ways that children already from the primary school age, can actively explore the cultural heritage of Temari. The activities suggested in this paper consists of a series of learning-by-doing math-art activities, which can be easily adapted for several age groups and allow the educators to approach the topic at the desired level of students' knowledge and skills. The activities summarized in this paper are recommended mainly for 7-16-years-old students. Traditional Temari design is obtained by repeating geometric patterns on the surface of a spherical object. First, the students need to divide the surface of their sphere (e.g. ping-pong ball, polystyrene styrofoam balls, spherical candle, orange). When the divisions are ready, they can draw the guidelines of their symmetrical pattern. The number of divisions determines the patterns, which are possible, and the complexity of the decorations. Koji Miyazaki’s photos (Fig. 3) show the basic arrangements of the great circles on the Temari surface. The images show both the division for dihedral symmetry and regular polyhedral symmetry.

using spherical candle and pins to create the guiding lines, it is good to be careful with the candle because it can be challenging to insert the pins in the wax. After students have experimented with various designs to understand how spherical pattern design works, they can work on finding their favorite motif. They can repeat the steps to obtain the guidelines on the spherical surface of the object, it is time to allow creativity to flow.

Fig. 4: The simple steps of creating a “Temari candle”. “Bauhaus Centenary Temari Candle” created by 7-years-old Silvia Capozucca in honor of 2019's Bauhaus centenary.

3. WORKSHOP GOALS Spherical geometry and tessellating the surface of a sphere presents exciting problems, which can be creatively introduced in the classroom through the Temari topic. The making, the study, and the comparison of the patterns provide unique opportunities for discussion about particular symmetries, mathematical concepts, and artistic considerations. The program can support to visualize a geometric problem in its transition from two to three dimensions, but also to give answers to the challenges an artist have to deal with during the creation of geometrical artworks. The activity develops students' positive attitude towards mathematics in a concrete path that starts from hands-on practical experience to the creation of a final artifact that could lead to abstraction and formalization of proposed disciplinary contents to an extent appropriate to the age of participants. The Temari workshop calls attention to the importance of ethnomathematics. It offers a unique opportunity for initiating intercultural dialogue in the mathematics and art classroom. The exploration of

Fig. 3: Divisions of the sphere by great circles. Upper row, from left to right, the 6-, 8-, and 10-division with dihedral symmetry. Lower row: From left to right, the tetrahedral, octahedral, and icosahedral division with regular polyhedral symmetry. The divisions on the lower row can be derived by various combinations of the divisions on the upper row. Images courtesy of Koji Miyazaki.

To make the initial divisions by great circles, for the ping-pong ball narrow paper stripes and small pieces of transparent adhesive tape, for the polystyrene styrofoam balls, the spherical candle, and the orange both paper stripes and thin rubber bands and pins are the best to be used. After the great circles are made, coloring pencils can be used to decorate the divided sections. Various learning opportunities are given in inventing various ways and problems to be solved related to the division of the surface, experimenting with systematic coloring, and color-coding the sections. Fig. 4 shows the steps of creating a Temari pattern on the surface of a spherical candle. If someone is 71

Capozucca, A., Fenyvesi, K., Stettner, E., Miyazaki, K., Maehata, N., Brownell, C., Kaukolinna, M., Pekonen, O., & Lavicza, Z.



Temari patterns is best to approach as part of a multidisciplinary learning project, which can include several collaborative problem-solving sessions. It is recommended that mathematics and art teachers cooperate from the beginning to facilitate the process. There are a few educational toolkits, which are available to realize complex mathematics learning activities based on the Temari topic. The Lénárt Sphere is a complete toolkit for various age groups, which supports learning activities focusing on spherical geometry through geometrical construction [2].

  

Fig. 5: The Lénárt Sphere Set.

http://dmentrard.free.fr/GEOGEBRA/Math s/export5A/Temari1MD.html http://dmentrard.free.fr/GEOGEBRA/Math s/export5A/polygsphereMD.html http://dmentrard.free.fr/GEOGEBRA/Math s/Export5/DecosphereMD.html https://www.geogebra.org/m/zD4zbPCJ

Fig. 6: Digital Temari created with GeoGebra by Daniel Mentrard.

The Lénárt Sphere set includes several useful tools, which makes Temari pattern design a widely accessible, but highly complex mathematics learning experience. The set not only contains a transparent, eight-inch plastic sphere, but it includes hemispherical transparencies that fit over the sphere so that students can draw on these with colored markers. It also has a spherical ruler with two scaled edges for drawing and measuring arcs, angles, and great circles on the sphere. The set includes a spherical compass and center locator for drawing circles on the sphere and includes markers for writing and drawing on the sphere and transparencies. It has ring-shaped support and a hanger for displaying the spherical constructions and designs.

Fig. 7: Digital Temari created with GeoGebra by Steve Phelps. The spherical patterns designs are based upon Platonic and Archimedean polyhedral symmetries.

Temari patterns decorate only the surface of the sphere, which is 2-dimensional, but on the surface of the sphere, the symmetry transformations of the patterns need to be performed in 3-dimensions. Implementing the hands-on physical modeling with the above mentioned simple objects and toolkits together with digital modeling offered by GeoGebra can help the students to understand how to combine the 2dimensional and 3-dimensional thinking, which is required for creating more intricate Temari patterns. To introduce the special aspects of pattern construction on a spherical surface, the participants can implement mainly two types of transformations: axial reflection and rotation. In the case of reflection on the spherical surface, the patterns are reflected on a "straight line," i.e., on the great circle (the circle

Digital modeling can provide excellent support for hands-on mathematics and art activities. A further approach to study the art of Temari and the mathematics behind it is based on the use of GeoGebra dynamic geometry software. For example, members of the GeoGebra Arts & STEAM Facebook Group (https://www.facebook.com/groups/GeoGebraSTEAM/) Daniel Mentrard (Fig. 6) and Steve Phelps (Fig. 7) offer engaging, interactive GeoGebra applications, which can enrich the hands-on Temari sessions. Some of these GeoGebra applications can be found on the following links: 72

Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom!

passing through the North and South pole), which corresponds to a reflection on a plane in 3-dimensions (Fig. 8). Rotation around a point on the spherical surface will be a rotation around a line passing through the center of the sphere in 3-dimensions.

can design any pattern in one of the resulting triangles, and then make the reflected or rotated images into the other triangles according to the symmetries of the polyhedron. Before such an activity, it is worth to study the fruits of Mrs. Urata and Professor Miyazakiâ&#x20AC;&#x2122;s collaboration, which offers a breathtakingly beautiful and rich collection of various polyhedral symmetries implemented in Temari artworks (Fig. 10).

4. CONCLUSION This paper aimed to implement Temari's cultural and artistic heritage in mathematics and art learning by suggesting hands-on activities in the field of symmetry education. In addition to developing students' intercultural perspectives through an ethnomathematical topic, our goal was to introduce spherical geometry through creative problem-solving to a wide range of students. The paper also meant providing encouragement and inspiration for teachers around the world to design and share further activities based on the Temari-topic.

Fig. 8: GeoGebra visualization of axial reflection on the surface of the sphere.

The simplest "Temari-symmetries" can be obtained by dividing the surface of the sphere into 6 or 8 congruent spherical biangles. Then the pattern inscribed in a biangle can be transferred by reflection or rotation into the other biangles. More complex patterns can be obtained by drawing the "equator" of the sphere, and then halve each of the biangles mentioned above. The pattern inscribed in a biangle section (spherical triangle) can be reflected axially or centrally to a point on the equator. Then the pattern, which already has internal symmetry, is transferred to the other triangles by either mirror reflection or rotation

Fig. 9: Tetrahedron, octahedron and icosahedron modeled with 4Dframe.

Further complex patterns can be obtained by studying the symmetries of the tetrahedron, octahedron, or icosahedron. Before students start to implement the related patterns on the sphere, it is worth analyzing the symmetries of the aforementioned Platonic bodies with the help of spatial hands-on construction tools, e.g., 4Dframe (Figure 9). After analyzing the corresponding polyhedral symmetries in detail, the students can imagine their spherical object (ping-pong ball, polystyrene ball, spherical candle, orange, etc.), as it is constructed around the given tetrahedron, octahedron, or icosahedron. Then they can project the polyhedron's edges and vertices onto the surface of the sphere. They

Fig. 10: Handcraft master, Kyoko Urataâ&#x20AC;&#x2122;s Temaris with icosahedral symmetry, inspired by a mathematician, Koji Miyazaki.

REFERENCES

Capozucca, A., Fenyvesi, K., Stettner, E., Miyazaki, K., Maehata, N., Brownell, C., Kaukolinna, M., Pekonen, O., & Lavicza, Z.

[1] [2]

[3]

[4]

M., Koji (2020). Traditional Icosahedral Symmetry in the Far East. Manuscript. pp. 8-14. I. Lénárt (2013). Non-Euclidean Adventures on the Lénárt Sphere. Lénárt Educational Research and Technology. D., Vandervoort (1997). Temari Treasures: Japanese Thread Balls and More. Briarcliff Manor: Japan Publications. C., Yackel (2012). Teaching Temari: Geometrically Embroidered Spheres in the Classroom. In: Bosch, R., McKenna, D., Sarhangi R. eds. Bridges 2012 Proceedings. pp. 563-566.

Noriko Maehata, BA from Sophia University in Tokyo majoring in American Literature, President of Image Mission Inc.

Christopher S. Brownell, Ph.D. in Mathematics Education Policy & Practice. Research interests: Creativity's role in the learning of Mathematics within a STEAM context and Data Science as a quantitative reasoning alternative to traditional mathematics curricula. Associate Professor of Education at Fresno Pacific University.

Andrea Capozucca, a degree in Mathematics, Ph.D. in Complexity Science (University of Urbino, 2017), scientific director of Labilia. His research interests include complexity in didactic of mathematics and mathematics communication, STEAM learning, education, and public engagement, mathematics and art connections, and arts integration approaches to teaching.

Matias Kaukolinna, Master of Science, Mathematics and Chemistry teacher, Master’s degree in Mathematics. His research interests include mathematics, art, education, and STEAM.

Kristóf Fenyvesi, Ph.D., researcher of STEAM Learning and Contemporary Cultural Studies at the Finnish Institute for Educational Research, University of Jyväskylä. Experience Workshop STEAM Network’s founder, Bridges Org.’s Community Events Director. Osmo Pekonen, Ph.D., D.Soc.Sci. has done research in K-theory, Teichmüller theory, string theory and, more recently, history of mathematics. He is the Book Reviews editor of The Mathematical Intelligencer.

Eleonóra Stettner, Ph.D., associate professor, Kaposvár University, Hungary. Master's degree in mathematics, physics and information technology, and Ph.D. in geometry. Research areas: geometry, topology, computer-assisted teaching of mathematics, the relationship between mathematics and art.

`` Koji Miyazaki, Professor Emeritus, Kyoto University. Dr. of Engineering. The main areas of research are architectural morphology, higherdimensional graphics, and a history of morphology.

Zsolt Lavicza is a Professor in STEM Education Research Methods at Johannes Kepler University’s Linz School of Education. Greatly contributed to the development of the GeoGebra community, working on numerous research projects worldwide related to technology integration into schools.

ICAS 2020

Workshop Papers

BFBooks. (2020). Video material development process for understanding the blind. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 77-79).

Video material development process for understanding the blind BF BOOKS, Braille Publishing Co., Ltd. a * a

#1203, Achasan-ro 17-gil, Seongdong-gu, Seoul, 04799, Republic of Korea

Abstract: BF Books, which produces and distributes books for the blind and the visually impaired, was founded to break through the various barriers in human life and create a society where nondisabled and disabled people live together. This workshop aims to construct and suggest scenarios of educational videos for non-blind people to understand and empathize with the visually impaired. The contents of the educational scenario are as follows. Educational Goal: To search for content for improving the visual perception of non-disabled people. Contents: 1) Introduce braille in many places in our daily lives. 2) Briefly present the history of braille books for the visually impaired and blind, and explain the background of the development of Korean braille, Hunmaengjeongeum. 3) Examine the braille in the field of education and insert interviews with Seungjoon Ahn, a teacher who teaches mathematics using braille to blind people. The blind are not unable to learn mathematics because of physical disabilities, just because there is no teacher to teach mathematics to the blind. This workshop asks you, "How can our society help the Blind in terms of math education?â&#x20AC;? â&#x20AC;&#x153;Who can solve this problem?" What is your perception of the blind, braille, and barriers between us? Now, do not hesitate to approach various education methods for the visually impaired in the area of convergence education.

Keywords: Disability awareness, Visually impaired, The blind, Convergence education

1. INTRODUCTION

had to calculate numbers in their head and just imagine the change of the graphs and figures when solving the problem since they cannot draw or write down the procedure of problem-solving. It did get better after letting them use the braille tablet while taking an examination, but the tablet does not support drawing or graphs which continues the inconvenience in problemsolving. In addition, the shortage of braille learning materials such as workbooks, aid, etc is also a serious issue. Ruler with braille, specialized tactile pen for figures, or 3d figured aids are essential but since the lack of research for these, an appropriate solution is undefined yet. In the last part of the presentation, the video contains the interview of an educator who teaches in the blind school and whos also visually impaired himself. The main purpose of the presentation video is to give information about braille and to show the problem in the field of learning/teaching Mathematics to blind students. Secondly, it contains how braille affects the lives of visually impaired people and that braille decides one person's independence and possibility. The final goal for this video is to create an opportunity for experts of Mathematics to notify the issue and to concern about the solution. Due to the disabilities, various kinds of inconvenience occur and of course, it cannot be all solved yet. However, in the field of learning, and getting educated it has to be equal with no discrimination.

According to the national statistic, about 5% of the population in South Korea are people with disabilities, and 0.5% are visually impaired. It was revealed that in nine out of ten people with disabilities, acquired factors were the cause of their conditions. When visually impaired people start to get educated, many of them experience difficulty and discrimination in Mathematics than other subjects. Since there were no suitable solutions, the problem couldn't get solved, and still, blind students and their educators suffer from Mathematics. In order to solve the problem that blind students experience in the process of learning, it is necessary to understand the braille system and the history of it which is placed in the front part of the presentation video. Braille became an indispensable letter system to visually impaired people, however, it couldn't solve the whole problem that blind students experience in the field of learning. Throughout whole subjects, Mathematics had most of the difficulties like lack of materials with braille or tactile, the method of teaching Mathematics in braille was even ambiguous. As Mathematics gets advanced and while students with no disabilities learn deeper and wider, blind students still __________ Manuscript received June 3, 2020; revised June 10, 2020; accepted June 26, 2020.

ď&#x20AC;Ş Corresponding author. Tel.: +82-2-3426-7500; fax: +82-23426-7502; e-mail: yeeehk@kbraille.com

BF Books.

2. MAIN ISSUE

sound to teach the Blind. "Though your eyes are dark, your heart should not be dark. If you don't learn, your heart will remain in darkness. That's the reason why you have to learn." Hunmaengjeongeum was not just a text system as a language for the blind. It was a legacy of one educator’s love for the world.

The goal of this scenario is to explore the contents for improving the perception of the visually impaired by the non-disabled and to promote discussions on improving education. #1. Intro (It shows a sentence written in letters.) 모두들 반갑습니다! Nice to meet you! 见到您很高兴! Guten Tag! Buongiorno! Did you get my message of greeting? How do you read in your daily life? Probably you might read by using letters just as before. (Show the braille written "Nice to meet you.") How about this time. Did you receive my greeting? As a Blind, I start the day with six dots. It's called Braille. Braille, like usual letters you use, helps me read, write, and to communicate.

#4. Braille in the spot of education We met an educator who teaches mathematics to blind students based on Park Doo Sung's Hunmaengjeongeum. It seems like he has many things to tell us as an educator of blind students. Here comes his interview. <Interview> My name is Seungjoon Ahn and I teach Mathematics at Hanbit Blind School. I'm also totally blind, so I cannot see anything. My major in university was Mathematics Education and later on, I majored in special education in graduate school. If we look at this for a sec, its y=ax² which is an exponential function graph. Many people are asking me how can blind people do exponential function graphs. As you see, it’s tactile with braille. So first of all, I explain that this is y=ax² and let them touch this and tell them to memorize it until they can imagine without having to touch it every time they solve these kinds of problems. The reason for that is because there is not much time for them to touch this for every single problem. So they memorize its form as the graph passes through the point of (0, 2). Once they get these in their mind, I tell them that if y=ax² graph translates parallel to the y-direction for +1, this whole graph goes a notch and I ask them "you can imagine this, right?". After then, the students can solve graph problems by changing the graph in their minds. People sometimes think that blind students experience difficulty with Math. But I think it's not because of visual impairment(according to my own experience). Instead, I find the reason in the environment. It could have been better if there was teaching material, the system of educating, and method of teaching for blind students as students with no disabilities. Today, teaching aids are very varied and perfect. If braille or some tactile things are included in making a process like this, it will help blind people to access Mathematics. I mean it's like giving glasses that can make blinds to be visible. To organize, blind students experienced difficulty not because of the Math problems were hard but there was no connection for them to feel possibility in Math. These kinds of aids help blind students to realize that they can also solve Math problems not having to get excluded. Again, our society didn't have Math teaching

#2. Braille in daily life (Shows daily life with braille guidance.) Daily life: Grocery(quantity, calorie unit) → Recharge transit card(cash unit) → Subway screen door(car number) → elevator(floor number) Deciding how much and what to eat, recharging transit card to going to the destination, knowing where I am after taking the subway, and pressing the floor number at the elevator. For me, as Braille exists, all of this can be done by myself. It's amazing that all of these things are possible in six dots. #3. Braille I can't imagine daily life without Braille. How much do you know about Braille which is an indispensable thing for me? Braille is a tactile writing system using embossed paper with six dots - made for people who are visually impaired. Braille was devised by Louis Braille in 1824 who was living as Blind in France. Louis mastered Military Cryptography made with twelve dots but thought it wasn't the best one right away. He curtailed dots up to six and created numbers, symbols including the alphabet. Since then Braille has become an essential letter for the Blind. However, 30years have passed since Braille was invented, there has been much confusion. Each country has suffered for a long time struggling to adopt the Braille system in the right direction for them. This source of trouble was identical in Korea. Songam, Park Doo Sung was an educator who entered Jesaeng Institute for Blind Youth, contributed to the education of children with visual impairments. He organized the Braille Research Society and focused on developing Korean Braille system to enable the Blind to learn and use it  Easy to learn.  Use the minimum number of dots.  Must not confuse with one another. After devised the Braille based on the above three criteria, created the 'Hunmaengjeongeum' the right 78

Video material development process for understanding the blind

material, method, educating know-how for visually impaired students. Why do you think these were missing? I guess because people related in Math or people who make these aids didn't consider about visually impaired students. Then what do you think can make blind students do Math? Making simple aids for blinds and studying what kind of educating method would be effective for them will make Math possible to blinds as much as people with no disabilities. Who do you think can do this? I think experts in Math and Science can only solve this problem. It doesn't matter and they don't have to be professional in visually impaired. It's enough if they experience themselves by closing their eyes and concern about how it would be helpful for blind students to learn and do Mathematics.

#6. Ending Are there blind students in your woes? 3. CONCLUSION Prejudice and misconceptions about disabilities prevalent in our society can affect the learning environment of people with disabilities. This workshop presents a short educational video scenario to improve awareness of the visually impaired. We have a math teacher's interview that non-disabled people, especially teachers, can empathize with. He is a blind math teacher teaching blind students. This teacher provides insight into teaching and learning for the visually impaired. It is hoped that there will now be a barrierfree awareness between disability and non-disability. How do blind people study? Can non-disabled teachers teach math to the blind? If you are nondisabled, look around. You can find a lot of braille for the visually impaired in our daily lives. Thinking about how a blind person learns mathematics not only breaks barriers and prejudices to you but also opens up a new chapter in convergence education for the blind. As a teacher, as a parent, and as a student, We hope that small efforts will begin to understand the lives of the blind. Above all, We hope that the discussion on various educational approaches for the visually impaired in the area of convergence education will be sparked.

Introduce â&#x2020;&#x2019; Method of teaching mathematics to the Blind â&#x2020;&#x2019; Limitation of teaching mathematics to the Blind(Lack of teaching aid, studies of teaching method for the Blind, educators and experts for blind)*reference: A Comparison of educating method, Special-education school's mathematics textbook(Content centric, activity-centric). Current status of professional in natural science engineering and mathematics whose visually impaired. â&#x2020;&#x2019; The attitude that experts should have(concerning the view of the blind's position). #5. Limitation The educator at the chalkface, says that the blind students experience more difficulty at math not because of their disability, but because they do not have the tools, methods, and even the educating system. The reason that these are not prepared was probably that the consideration of visually impaired people in the field of Mathematics was far from enough. What do you think is needed to educate Mathematics to blind students? Who do you think can solve this problem?

BF BOOKS focused on print-disabled people including senior citizens, young children of the immigrants, and visuallyimpaired. This company publishes books customized by type of reading disability so that readers have equal right to read and enjoy a variety of books.

Jeon, TH. (2020). To become a youth outside school. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 81-82).

To become a youth outside school Tae-hee Jeon a* a

Youth Outside School, Yesan-gun, Chungcheongnam-do, 32403, Korea

Abstract: This is my story of becoming an out-of-school youth after 8 years of school. It contains childhood, school life, and the process of leaving school on a farm run by parents. Keywords: School, Education, English.

A HOUSE WITHOUT BOUNDARIES It is an ordinary house and farm. Both parents' jobs are farmers. This is the workplace. Thanks to that, I was able to spend my childhood with many interesting experiences. I am blessed to observe the preservation of the food chain here and the process by which various plants and animals are born and grow through regeneration to form an Fig. 1. This is my house. ecosystem-that is, the repetition of death and birth-and the large and small creatures living peacefully in one house without boundaries. Enjoyed. Until I was eight, this was my home and school, and a playground for a lot of animal and plant friends, including me. It was a really fun game to compare what I saw in the plant book to the real thing.

ENGLISH STRUGGLING In Korea, when I was in the 3rd grade of elementary school, I learned the subject of English for the first time. Among my friends who spoke and write English words skillfully, I was a little overwhelmed. Strangely, even the teachers conducted classes based on children attending the academy. On the contrary, there were times when schools felt that they were encouraged to come and learn in advance. With two questionnaires I wrote before the start of class, I couldn't learn anything in school English classes for two years. It was a questionnaire that asked if I had an early education in English such as an English academy or an English kindergarten and a test paper in which a few Korean words were changed into English. I didn't know if it was a problem. When I learned what kind of student I was, my English teacher gave me some extra homework for some students, including me. Of course, that was a way to improve my English, but my English didn't get any better. English class was hard to understand. I had to memorize several words in English without knowing the alphabet properly. After a while, I quickly forgot. When I struggled with English, my mom bought a word practice book and trained to memorize words. But it didn't work. Likewise, I quickly forgot. Soon I gave up studying English and a small number of children, including myself, quit studying English. Nevertheless, the English class was conducted without any problems. In the beginning, it was a class for academy students only. During the two years I gave up studying English, other children in the class worked hard to memorize words, memorize grammar, and take tests. But no one could read, write, speak, or understand English. It was very strange.

SCHOOLING, PRE-LEARNING CULTURE It was only after I was eight years old when I went to school that I started driving out of town every day. The majority of my schoolmates lived in an apartment complex next to the school and seemed very close to each other. It wasn't long before I found out that my friends met even after school. The meeting place of school friends except me was the academy. All my friends didn't like going to the academy and they envied me not going to the academy. I didn't understand why my friends are going to academies. I was really surprised to learn that my friends had already learned all the things to study in school at the academy. Learning at school was new and fun, but my friends didn't focus on the lessons because they were already doing pre-learning.

READING OVER 1000 BOOKS FOR 2 YEARS For me, she chose to learn English while reading fairy tales from English-speaking children. When I came back from school, instead of going to a hagwon, I read English picture books, listened to CDs, and

__________ Manuscript received June 12, 2020; revised June 19, 2020; accepted June 26, 2020.

ď&#x20AC;Ş Corresponding author. Tel.: +82-31-553-1011; fax: +82-31553-1013; e-mail: bongbong74@hanmail.net

Jeon, TH.

watched Disney movies like 'Toy Story' in English without Korean subtitles. At first, I was frustrated because I didn't understand at all, but after a month, I began to understand little by little. Since I was a child, I have had many books at home, and since I've been reading and writing like a play, I also liked English picture books. I read over 1000 English books for 2 years, and after watching over 100 movies and dramas, I had a wonderful experience that naturally opened my ears and mouth. Harry Potter's application, which I read after graduating from elementary school, gave me the emotion and humor that the translation did not contain. Besides Harry Potter, I seemed to know how it feels to learn a language after reading some books that I read in a Korean translation again. In fact, it was not the first time to learn a language in a country. I have learned Korean when I was very young.

variety of knowledge and lifestyles, I wanted to get out of the school that locked students by creating frames like 'normal' and 'average'. I eventually got out of the school fence and abandoned my status as a middle school student. I live in a slightly different environment from my other friends at school. I am happy that I chose my own educational environment. Many of my friends have children whose parents are school teachers, but they all go to the academy. Do teachers feel that they lack something about public education they are in? What is different from a doctor, a parent, who treats a child and trusts a child without trusting himself? You don't need any qualification exam to become an instructor in Korea. When has it been a reliable choice to leave a child to an unproven institution? When did the test score, which the school took root, became the reference point for evaluating everything in the child? The word 'education', which means education, has the meaning of leading out. It draws out the potential of each individual through various learning. This is the education I know. Of course, I expected this education from school. Eight years. School is a 'state-led public education institution'. However, much of the time spent at school was devoted to meaningless activities, and instead of gaining a variety of knowledge, I often had to throw away my personality, curiosity, and ideas and suppress them. School seemed to be trying to hinder children's speculation and inspirational time, and it didn't give them a chance to truly realize or wonder. Can learning exist without questions and enlightenment? Schools did not seem to want the children to learn. Every test you take at school has a set of best answers. It was like a process of stamping a machine to create a frame called 'normal' and 'average' to induce students to get stuck in it.

REASONS TO BECOME A YOUTH OUTSIDE SCHOOL The process of learning Korean was similar to how I learned English. These two languages I learned for communication purposes were able to learn and use in four ways: listening, speaking, reading, and writing. What I started when I didn't even know the alphabet was listening to training. It was in the opposite order from the English curriculum in schools where writing was the center. In middle school, I was also an interpreter between native English teachers and friends. I have never seen a friend who has attended an English language school for more than 5 years and went to a language training every vacation to speak freely with a native speaker. I wondered what the hell was learning at a school where my friends spend a lot of time and money. School students were unable to understand, speak, or understand English properly, even if they had good short-term memorization ability and could take good school tests. I thought it was because the focus of English education in this country was not focused on 'learning languages'. This is because both students and parents want their test scores to rise, rather than learning English properly. So the school doesn't teach English. Instead, they teach translation. The Korean version translated by translation experts does not show all the cultural and historical elements contained in the original language and the humor and emotion of those who have worked with the language. Because of language differences. Nevertheless, the school taught the only half-half interpretation of sentences in Korean rather than English. That's all I learned in school. The habit of memorizing and forcibly interpreting seemed to be a major stumbling block to learning any language, including English. The school didn't even help me learn English. I knew it would continue to be so long as I didn't open the course and fix it. After learning two languages (even if they weren't perfect), I wanted to learn other languages, but I knew it would be difficult in school. If they remained in school, it must have been very busy with memorizing grammar formulas and interpreting English words. Rather than showing a

STUDY WITHOUT BOUNDARIES I abandoned the framework of learning at school and became a youth outside school. No more Jeon Tae-hee has a label of any school, any school, etc. anymore. Even if you don't understand, you will no longer have to study fakely, memorizing the correct answer like crazy and taking your exam empty after your exam. Of course, I am afraid. You have to plan for yourself what to do right now. You may be treated as a child with a lack of sociality. On the one hand, it is very exciting. I think that the framework that freely blocked my thoughts has disappeared. I want to live my life from now on, with support from parents and others. Thank you. Tae-hee Jeon was born in Korea in 2005, she was a friend of nature's flora and fauna until she entered school. After 8 years of school life, she has been away from school in search of learning. She likes to read and write novels and essays, and if she has music, she doesn't mind dancing anywhere.

Yun, Y.. (2020).Building a Copvalent Bond Molecule Model with 4DFrame. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 83-84).

Building a Covalent Bond Molecule Model with 4DFrame Yonggeun Yun a* a

Guri High School, 89, Jangja-daero, Guri-si, Gyeonggi-do, Republic of Korea

Abstract: This project intended to develop a practical education program applicable to actual classes and to develop lecture models utilizing 4DFrame, an educational creativity development material widely acknowledged around the globe. For this I made various models of organic molecules with atom models I developed with 4DFrame. With the developed molecule model, I made further progress into lecture models applicable to actual classes and evolved it as a complete education program. I would like to verify the progressive effect of this newly emerged education program.

Keywords: 4DFrame, Covalent Bond Molecule Model, Atom models, lecture model

1. MODEL DEVELOPMENT PROCESS

Fig. 1. Ideas emerged during the process __________ Manuscript received June 13, 2020; revised June 19, 2020; accepted June 26, 2020.

Fig. 2. Completed cell membrane phospholipid molecule structure

ď&#x20AC;Ş Corresponding author. Tel.: +82-31-556-3953; fax: +82-31556-3952; e-mail: domaman@guri.hs.kr

Yun, Y.

Fig. 6. Activity plan and evaluation criteria 3. RESULTS AND CONCLUSION Educational meanings of Molecule Model building activities with 4DFrame

Fig. 3. A complementary bond figure made with 4DFrame

4DFrame, as an infinite material of imaginative activities, can create anything that the learner wants to describe. This aspect can be applied not only for building mathematical figures such as the Sierpinski Triangle but also for materials to build molecule structure models, which requires a high level of expandability.

2. EVOLVING LECTURE MODELS

Compared to the existing Molecule Model kits, 4DFrame has the following benefits: Fig. 4.

Learners can build molecule models with Octet Rule by themselves, allowing them to have opportunities to develop molecule structure models with rules including Octet Rule and VSEPR Theory on their own.

Curriculum analysis

By utilizing its expandability, Learners can also have the opportunity of expressing expanded Molecular Bindings including hydrogen bonds, in which such possibility was limited with the existing ball-and-stick model. Modifications reflecting learner’s ideas such as various colors and sizes of molecular can be applied easily. REFERENCES [1]

[2]

Korea Institute for Curriculum and Evaluation (2018). Elementary and middle school curriculum design plan for Enhancing Core competencies in the 2015 revised curriculum. Seoul: KICE. Hogul Park (2015). The plan for application and development of contents underlying creative thinking process : in the realization of 4D frame teaching toolkit. Unpublished master thesis, Seoul National University of Science and Technology.

Yonggeun Yun teaches biology at Guri High School. He enjoys this phrase in Analects of Confucius, "博學而篤志切問而近思仁在其中矣”. The meaning of this phrase is "If you learn widely, strengthen your will, eagerly ask, and think from the closest, benevolence-humanheartedness- exists in it." He is enhancing the educational effect by providing students with activities using 4D frames. Furthermore, he is working with 4DFrame every day to strengthen his teaching ability to implement creative class.

Fig. 5. Structuring lectures

Kim, J. H. (2020).Collecting Drinking Water Using GeoGebra and 4DFrame. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (p. 85).

Collecting Drinking Water Using GeoGebra and 4DFrame Jun Hyoung Kim a* a

Gangil Girls’ High School, 89, Hwabusan Road, Gangneung City, Gangwon Province, 25499, Republic of Korea

Abstract: This research project was inspired by the problems that we face with water shortage, and sought to found out possible resolutions. As the Warka tree was used in gathering dew and providing a mass population in Ethiopia with water, we strived to do the same by first testing if this was possible with the geographical properties in which we live in Gangneung. By using simple mathematical concepts in Geogebra, we have strived to build a fully-functional Warka Water model in July and October 2019. The student participants in this research project have started by building a 2D model of an actual 3D figure on Geogebra of a Warka Water and proceeded to build a physical representation. By using mathematical concepts such as sequences we were able to construct the line segments on the 2D model of our Warka Water on Geogebra efficiently, which further allowed us to find the most optimal Warka Water shape to gather dew with the facility. Each student in this project individually built their 2D model digitally on GeoGebra before starting the actual construction of their desired WarkaWater with materials such as 4DFrame, thin wires, aluminum foil, plastic, net, tree leaves. In the hands-on activity of building the Warka Water, students were required to implement mathematical thinking while following the measurements of the 2D representation on GeoGebra in putting together each piece of their Warka Water. Regarding the placement of the Warka Waters outside, the students took into great consideration the weather conditions such as humidity, daily temperature range, and dew point as well as the geographical locations. Although we have failed at both attempts to stagnate dew due to natural conditions, the students in this project were able to learn a considerable amount. They were able to discover that mathematical thinking could simplify the process of constructing a certain figure and that there must be a thorough perception of the weather conditions and the scientific variables that can be expected from it. Based on these outcomes, we are to initiate the third attempt in November of 2020. To complement the weather conditions that compromised the project’s outcome we will move our testing spot to one that has a bigger daily temperature range. We hope to be able to capture the moment of us drinking the freshwater we earned from the dew in our Warka Water together. (Written Help: Yun Kyung Shim of Hankuk University of Foreign Studies)

Keywords: GeoGebra, 4DFrame, water shortage, dew point, Warka Water

Jun Hyoung Kim is a math teacher at Gangil Girls' High School in Korea. He believes that mathematics has the power to change the world. He is interested in math projects that incorporate various subjects.

__________ Manuscript received June 14, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-33-650-0701; fax: +82-33645-1136; e-mail: anti0305@naver.com

Moon. E. (2020). Understanding 3D shapes through origami In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (p. 87-91).

Understanding 3D shapes through origami Eunice Moon a a

7th Grade in Beverly Vista Middle School, 463 S Maple Dr. #6 Beverly Hills CA 90212, USA

Abstract: Understanding how 3D shapes are formed is a critical concept in everyday life. The world is built of geometric shapes, the ability to call up 3D shapes in your mind and reason with these images is important for developing spatial awareness. It helps you connect logical left-brain with visual rightbrain and gets the two sides working together. It is observed that this concept affects us in the most basic details of our lives. For instance, the building construction, this concept helps us in deciding a look as well as providing proper structures. Technologies such as MRIs and CT scans enable doctors to do their job in a better way. For creating video games, animations, and much more. As not everything is easy and understandable, understanding 3D shapes out of 2D nets is no exception. Origami (paper folding) is an effective tool for identifying visual 2D information to developing 3D shapes. There are three different practices prepared, starting from a simple cube to the tetrahedron and lastly complex cube made of different shapes. Keywords: 3D Shapes, Nets, Origami.

1. INTRODUCTION Hello, my name is Eunice Moon. I am a seventhgrade student attending Beverly Vista Middle School in the United States. Understanding shapes and space is not only a huge area in mathematics in school but also helpful in art as well. Fig. 1-3. Odd symmetry.

2. CUBE DEVELOPMENT

Fig. 1-4. No symmetry.

The cube is composed of six square faces. The different layouts of the size faces yield many design possibilities. 2.1. Nets of a cube example. Fig. 1-5. Paper folding plan for a cube. 2.2. Steps to develop a cube

Fig. 1-1. Cross pattern.

Fig. 1-2. Even symmetry.

__________ Manuscript received April 10, 2020; revised May 10, 2020; accepted July 10, 2020.

Fig. A-1. Fold and unfold on the left.

ď&#x20AC;Ş Corresponding author. e-mail: eunicemoon7@gmail.com

Moon. E.

Fig. A-2. Fold bottom side to the middle.

Fig. A-8. Puff out at the center as the model becomes 3D.

Fig. A-3. Fold top side to the middle. Fig. A-9. Puff out in the center and flatten inside. (Shown at an outside corner of the model)

Fig. A-4. Unfold. Fig. A-10. Flatten the inside paper shown with the xray lines. Repeat step A-9 two more times. Rotate the loose corner to the top. One side has more layers.

Fig. A-5. Fold and unfold. Fig. A-11. Finished cube.

3. TETRAHEDRON DEVELOPMENT The tetrahedron, a Platonic solid composed of four triangles.

Fig. A-6. Fold along a partially hidden crease.

3.1. Nets of a tetrahedron example

Fig. A-7. Fold and unfold along the creases and rotate 90 degree. Repeat this step 3 more times.

Fig. 2-1. Triangle partitioned into four parts.

Understanding 3D shapes through origami

Fig. 2-2. Band of four triangles.

Fig. B-5. Fold along the crease.

Fig. 2-3. Paper folding plan for a tetrahedron. 3.2. Steps to develop tetrahedron. Fig. B-6. Fold the top right corner to the middle.

Fig. B-1. Fold and unfold on the top and bottom. Fig. B-7. Fold along the creases.

Fig. B-2. Bring the left corner to the middle vertical line.

Fig. B-8. Unfold.

Fig. B-3. Unfold.

Fig. B-9. Fold the left corner to the center.

Fig. B-4. Fold and unfold.

Fig. B-10. Unfold.

Moon. E.

Fig. B-11. Refold and tuck the tab inside. Then crease along the edges of the tetrahedron to give it crisp edges.

Fig. C-4. Generate creases by folding all corners to the center as shown.

Fig. B-12. Finished tetrahedron.

Fig. C-5. Fold vertical corners inward and horizontal corners outward.

4. DEVELOP COMPLEX CUBE 4.1. Steps to develop triangle connectors.

Fig. C-6. Fold vertical corners inward again.

Fig. C-1. Generate creases by folding all corners to the center.

Fig. C-7. Flip the paper and fold horizontal corners inward.

Fig. C-2. Tuck in all corners to the center.

Fig. C-8. Flip the paper and fold vertical corners inward.

Fig. C-3. Finished triangle connector. Generates 8 triangle connectors. 4.2. Steps to develop rectangular boxes. Fig. C-9. Fold horizontal sides inward.

Understanding 3D shapes through origami

5. CONCLUSION When you learn to use 3D shapes you also learn to think logical. When thinking logically many difficult problems can be erased and simple solutions can be found. It helps us understand specific phenomena and in uplifting the quality of life.

Fig. C-10. Finished rectangular connector. Generates 12 rectangular connectors.

Eunice Moon 7th Grade in Beverly Vista Middle School, Beverly Hills, USA

Fig. C-11. Finished complex cube by combining triangle connectors and rectangular connectors.

Shin, YA. (2020). A case study of student-centered convergence education using 4DFrame In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (p. 93).

A case study of student-centered convergence education using 4DFrame Young-Ae Shin a* a

Seojeong Elementary School, 19, Mokdong-ro 8-gil, Yangcheon-gu, Seoul, 08002, Korea

Abstract: In this practical study, three examples of student-centered convergence education classes conducted in the sixth-grade class will be presented and their meaning analyzed. The first example is 'Making the Waka Water Tower of Hope'. The scope of learning is “Sustainable Global Village,” in the second semester of the 6th-grade elementary school social studies. The educational goal is to seek activities for a sustainable environment in which students can practice as global citizens. It also expands its global capacity to care for the global community and solve problems together. First, students were motivated by thinking about water shortage. Next, this activity held a virtual UN Youth Environment General Assembly. The theme of the discussion is to share the reality of the global water shortage and explore alternatives. At this meeting, students adopted Waka Water, an example of practice in Africa, as the final resolution. Next, students learned the origin, principle, and effect of Waka Water and made it themselves. Lastly, we set a large Waka Water on the playground and held a promise and action campaign to overcome the water shortage for all students and staff. The second example was based on the subject of' prism and pyramid' in mathematics. COVID-19 has hit not only Korea but also changed our class. Accordingly, a student-centered math class was planned using a 4DFrame optimized for home learning. Already, students have experience in making prisms and pyramids with marshmallows and spaghetti noodles, making prisms and pyramids using newspapers and establishing sports promotion structures with Sierpinski triangles. The school sent a 4DFrame home study package to the student's home. In addition, online class videos were produced to communicate with students, and students were free to create at home and introduce their own results to the online learning room. Surprisingly, students began experimenting creatively, such as mirroring the self-completed prisms and pyramids on a mirror surface. They also produced world-famous buildings with sweets and toothpicks. As a final example, a class that integrates art and practical arts classes with a focus on mathematics was planned. This is a convergence education in which students connect mathematical subjects such as cylinders, cones, and spheres to other subjects such as art and practical arts. After experiencing the geodesic dome and sphere making using the Super-4DFrame, it was linked to a drawing activity using a Sphero ball. Keywords: Student-centered Convergence Education, 4DFrame, Sphero ball, COVID-19

Young-Ae Shin is a teacher at Seojeong Elementary School in Seoul, Korea. She is a teacher who enjoys practical research that experiments with various teaching and learning methods using convergence education tools.

__________ Manuscript received June 15, 2020; revised June 19, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-2-2648-7003; fax: +82-22643-3431; e-mail: icaruru@sen.go.kr

Yang, HS. (2020). Developing ‘Untact’ Learning Program with 4DFrame: Learn-ch Box Delivery Service In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (p. 95).

Developing ‘Untact’ Learning Program with 4DFrame: R Delivery Service Learn-ch Box○ Hyo-Sook Yang a a

4DLand Inc. 82-9, Jangja-daero 1beon-gil, Guri-si, Gyeonggi-do, 11938, Korea

Abstract: Since the COVID-19 outbreak, all schools in Korea are shut down except for some emergency care classes, and the crisis is now getting longer. We are now facing a new educational environment we’ve never seen before. Schools at every level are trying to get classes back to normal with online education programs, and parents are doing their best to help their children. Kindergarten education programs are optimized for face-to-face activities that emphasize children’s personalized experiences. They play and learn by interacting with teachers and peers. How do we keep supporting the children’s development as usual in such a crisis? The Education Development Division of 4DFrame has developed a new program called ‘Learnch Box’, an interactive program with materials delivered to each household to be experienced together with parents and siblings and interactions made by related YouTube videos, giving the children interactive learning experience almost as same as that of the classroom. The word ‘Learnch’ is a combination of the words ‘Learn’ and ‘Lunch’. Learnch Box is composed of unit activities for kids aged 3 to 5. YouTube videos giving interactive experience are also provided. What was the outcome of letting the children playing ‘tastefully’ with parents by having the ‘creative Learnch Box with various menus’ delivered at home? A number of public kindergartens have participated in this ‘Learnch Box delivery’ program as an alternative to face-to-face learning restricted by the COVID-19 pandemic. The result was surprising. First, the culture of a family playing together was created as the Learnch Box materials have connected kids and parents with a certain topic. Second, parents came to understand what kind of playing method their child likes, and became to have a deep interest in a child’s playing habit. Third, as the number of Learnch Boxes delivered home grows, creative activities not mentioned in the original program package emerged. The 4DFrame Learnch Box materials became mixed with existing toys of the child, which make many types of new and various plays. Instead of focusing on uncertainty caused by this global pandemic crisis, we need to develop our educational activities, changing the crisis into a new opportunity. This is the moment to try something completely new, as many parts of traditional activities done by we humans so far are facing restrictions. The 4DFrame Learnch Box is part of this movement of trying new things under these circumstances. Moreover, 4DFrame is developing the second season of Learnch Box, and will soon be able to meet our children in more various ways. Keywords: 4DFrame, COVID-19, Learnch Box

Hyo-Sook Yang has been the CEO of 4DLand, Inc. since 2003. Her main field is the development of educational programs utilizing convergence educational materials. She is also working on fostering international exchanges regarding STEAM education. From 2013, Hyosook is the Executive Director of the Foundation for the Advancement of STEAM and Vice Chairperson of Korea Mathematical Instruments Association. Since 2014, she is also a special member of The Korea Science Center & Museum Association.

__________ Manuscript received June 3, 2020; revised June 19, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-31-553-1011; fax: +82 31553-1013; e-mail: 4dland@hanmail.net

Jeong M. (2020). Game of Algebra with J_algebra tile. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 97-99).

Game of Algebra with J_algebra tile Minju Jeong a* a

Science Education Center for Gifted Students at Inha University, 100, Inha-ro, Michuhol-gu, Incheon, 22212, Republic of Korea.

Abstract: Student who struggles in achieving abstract math concepts been helped by manipulative approach. The distributive property is one of the difficult tasks for these students. The main reason for this difficulty is that they fail to achieve a sense of units of number or variation, which is too abstract for them. Some students believe that â&#x20AC;&#x2DC;5đ?&#x2018;Ľ is an answer to 3đ?&#x2018;Ľ + 2â&#x20AC;&#x2122; or â&#x20AC;&#x2DC;2đ?&#x2018;Ľ and đ?&#x2018;Ľ 2 is the sameâ&#x20AC;&#x2122;. We believe that well-guided manipulation will help students to achieve a sense of units. Indeed, To make students more self-regulated to that manipulation we want to put students in a fun and enjoyable situation such as game. In this workshop, we would like to introduce a Game of Algebra with J-algebra tile to help this student. We observed students successfully solved algebraic tasks such as the operation of polynomials.

Keywords: Algebra, J-algebra tile, Distributive property, 4DFrame

1. What is J_algebra tile?

negative sign carefully. It doesnâ&#x20AC;&#x2122;t represent a negative number). 2. GeoGebra & J_Algebra tile

The aim of this algebra game is to help the student understand distributive property in dealing with multiplication polynomials using a manipulative method. We had developed J_algetile to help student consistently deals with the multiplication of negative symbol in the geometric image. J-algebra tile đ?&#x2018;Ľ 2 _tile, đ?&#x2018;Ľ _tile, 1_tile are basically the same as the Zoltan Dienes tile. However, J-algebra tile deals with only one-sided tile, which means to put a negative sign on number or variable, we donâ&#x20AC;&#x2122;t flip tiles. Instead, we place those tiles on a 2nd-quadrant or a 4th-quadrant. The reason we chose this method, we want to give students a consistent geometric image from the multiplication of irrational numbers to polynomial. Indeed, we added more tiles such as đ?&#x2018;Ľđ?&#x2018;Ś or đ?&#x2018;Ś 2 . In the basic version of J_algebra tile, we use two kinds of pegs which represent to, đ?&#x2018;Ľ or 1. If we put those pegs on the left side of the horizontal axis or the lower side of the vertical axis respect to the origin of the coordinate plane, we will consider those variant or number has a negative sign (we have to deal with this

https://ggbm.at/vy5JCTzW

We have GeoGebra version of J_algebra tile. You can simply type "J_algebra tile" on the 'classroom resource' sector on GeoGebra site to find the link. If you open the link, you will see two sets of parallel slider pairs; horizontal and vertical. Try to drag points on the sliders, then you will see constants of polynomials are changing. Also, colored rectangles which represent for each tile đ?&#x2018;Ľ 2 , đ?&#x2018;Ľ, 1. It will be shown up on a coordinate plane, to represent the multiplication of two polynomials. Here is an example. From the image on the right side(Fig. 1), you can see a point on each slider. There is a number near those points. If you look

__________ Manuscript received June 17, 2020; revised June 21, 2020; accepted June 26, 2020.

ď&#x20AC;Ş Corresponding author. Tel.: +82-32-860-8770; e-mail: jeong.miinju@gmail.com

Fig. 1. GeoGebra version of J-algebra tile

Jeong M.

carefully, you will find that those numbers are turned into constants of two polynomials. The result of multiplication of two polynomials is presented by rectangles which combined by three types of tiles; yellow đ?&#x2018;Ľ 2 , sky đ?&#x2018;Ľ, pink 1. Six đ?&#x2018;Ľ 2 tiles on 1st quadrant are positive. There are 13 tiles, 4 of them are on 2nd quadrant. 6 of them are on 1st quadrant. Now we can remove 4 pairs of tiles in our imagination because it represents zero due to tiles on 2nd quadrant represent negative signed variable (or number). Likewise, all six of 1-tiles are on 2nd quadrant so all of them are negative signed numbers. Now we get the following.

3cm blue tubes, and 4-way-connectors to make rectangle tiles), đ?&#x2018;Ľ 2 _tiles(use 3cm blue tubes and 4way-connectors to make square tiles), đ?&#x2018;Ś_tiles(use 2cm yellow tubes, 5cm red tubes and 4-way-connectors to make rectangle tiles), ), xđ?&#x2018;Ś_tiles (use 5cm red tubes, 3cm blue tubes and 4-way-connectors to make rectangle tiles), ), đ?&#x2018;Ś 2 _tiles (use 5cm red tubes and 4way-connectors to make square tiles)

6đ?&#x2018;Ľ 2 + 5đ?&#x2018;Ľ â&#x2C6;&#x2019; 6 = (3đ?&#x2018;Ľ â&#x2C6;&#x2019; 2)(2đ?&#x2018;Ľ + 3)

5) Item card: there are some words written on these cards such as â&#x20AC;&#x153;GETâ&#x20AC;?, â&#x20AC;&#x153;Tradeâ&#x20AC;?, â&#x20AC;&#x153;removeâ&#x20AC;?, â&#x20AC;&#x153;Freezeâ&#x20AC;?. And you can add any optional function to make this game more fun.

4) 3 different dices: Write letters on each cube to make dices. Following is an example: (1, 1, đ?&#x2018;Ľ, đ?&#x2018;Ľ, đ?&#x2018;Ľ 2 , item), (0, 1, 1, 1, đ?&#x2018;Ľ, đ?&#x2018;Ľ), (1, đ?&#x2018;Ľ, đ?&#x2018;Ľ, đ?&#x2018;Ľ, đ?&#x2018;Ľ 2 , item )

Exercise. Find the result of a multiplication of two polynomials. two polynomials. (â&#x2C6;&#x2019;3đ?&#x2018;Ľ â&#x2C6;&#x2019; 2)(2đ?&#x2018;Ľ â&#x2C6;&#x2019; 1) == â&#x2C6;&#x2019;6x 2 â&#x20AC;&#x201C; x + 2

Fig. 3. pegs and tiles Fig. 2. GeoGebra example1. (3) Let's play: 1) This is a multi-player game. Decide the playerâ&#x20AC;&#x2122;s turn.

3. The game of J_Algebra tile Ver 1. Complete Rectangle land (10min)

3.1. Materials: coordinate plane board(for each player), algebra_tiles, pegs, pencil, item cards. 3 cubes, score chips.

2) Each player should have their own board. And a deck of item cards should be placed face down in the middle of the table. The aim of this game is to complete polynomial algebraic rectangles with tiles. Each edge of the tiles should correspond to the same colored pegs on each axis of the coordinate plane.

3.2. Preparations:â&#x20AC;¨ 1) The coordinate plane board: We need simple B4 sized paper. Then draw the horizontal and vertical line to present coordinate. 2) x-pegs, 1-pegs: we made these pegs with 4Dframe tubes(2cm yellow for 1-pegs, 3cm blue for xpegs) and 3-way-jut-connector.

3) Now each player chooses two dices among 3 dices then roll them as their turn. If your dice tells â&#x20AC;&#x153;1â&#x20AC;? then you can pick 1-peg or 1-tile. If it was â&#x20AC;&#x153;xâ&#x20AC;? then you can pick x-pegs or x-tiles as you needed. Also, you can trade these two options anytime you want.

3) Algebra tiles: 1-tiles(use 2cm yellow tubes and 4-way-connectors to make square tiles), đ?&#x2018;Ľ-tiles(use 2cm yellow tubes,

4) Peg should be placed on each horizontal and vertical line axis. The tile should be placed on each quadrant in corresponding its side to the same colored 98

Game of Algebra with J_algebra tile.

pegs. No pegs or tiles the player gets should be leftover. 5) If players have succeeded to make a perfect rectangle with tiles and pegs, then try to make an algebraic expression that explains the rectangle tiles. If the player succeeds s/he will get a score chip. ex) (3đ?&#x2018;Ľ â&#x2C6;&#x2019; 2)(2đ?&#x2018;Ľ + 3) = 6đ?&#x2018;Ľ 2 + 5đ?&#x2018;Ľ â&#x2C6;&#x2019; 6 Fig. 5. J-algebra tiles example 2. 6) And the player continue the game till gets 3 score. The first player who earns 3 score is the winner.

REFERENCES

Exercise 1) Solve (đ?&#x2018;Ľ + 3)(2đ?&#x2018;Ľ â&#x2C6;&#x2019; 1) =

[1] David Tall & Shlomo Vinner(1981), Concept image and concept definition in mathematics with particular reference to limits and continuity, Educational Studies in Mathematics vol 12, pp. 151â&#x20AC;&#x201C;169. Minju Jeong is a researcher at the Science Education Center for Gifted Students at Inha University. She is the developer of J_algebra tile. See the detailed formula for J_algebra tile at https://www.geogebra.org/m/vy5JCTzW

Fig. 4. J-algebra tile example 1 Exercise 2) Solve (đ?&#x2018;Ľ + đ?&#x2018;Ś)(đ?&#x2018;Ľ â&#x2C6;&#x2019; đ?&#x2018;Ś + 2) =

Wi, J., & Kim, S.(2020) Combining Mathematical Thinking and Coding into Chemistry Domain In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 101-102).

Combining Mathematical Thinking and Coding into Chemistry Domain Jaeyoung Wi a , and Sungki Kim a* a

Gwangju Science Academy For the Gifted, Gwangju, 61005, Korea

Abstract: Identifying the structure of carbon compounds in the chemical domain is an important part of dealing with organic chemistry. So, the 2009 revised curriculum dealt with identifying the structure of carbon compounds in “the beautiful molecular world” unit, and items were asked to find the structure of carbon compounds as so-called killer questions every year in College Scholastic Ability Test (CSAT). However, this was excluded from the 2015 revised curriculum because it was a difficult area for students. In order to identify the structure of carbon compounds, students must be able to imagine possible structures through chemical formulas. Then, the structure of the carbon compound required by the item can be selected from the imaginary structures. This process is limited to education using only paper and pen. Therefore, this study used mathematical thinking to find possible structures and used a tool called coding to visualize it. A Python-based hydrocarbon structure identification program was developed by utilizing these two methods. Through this program, students will use more convergent thinking to uncover the structure of carbon compounds, so it is expected that students will be able to uncover the structure of carbon compounds more easily.

Keywords: Convergent thinking, Mathematical thinking, Coding, Hydrocarbon structure.

1. INTRODUCTION

condition is met is mechanical, so we can algorithmize it with tools such as coding. Therefore, this study developed a computer program to which the above two methods are applied by utilizing the Python program. The development of these programs not only emphasizes chemical knowledge in the chemical domain but also promotes convergent thinking. It is expected that this will solve the difficulties of students' learning that the existing chemistry textbooks could not solve.

The structure of carbon compounds in chemistry is a difficult domain for students. It is not easy for students to think of various structures because there are many possible structures in one formula. In the 2009 revised curriculum, the structure of the carbon compound was covered in a “The beautiful molecular world” unit. However, judging multiple structural isomers was difficult at the student level and so it was excluded from the 2015 revised curriculum. Most of the areas excluded when the curriculum is revised are attributable to the students' cognitive level. However, it is not checked whether the area is actually provided in a textbook that students can understand. This study devised a way for students to think of convergent thinking beyond the methods covered in the existing textbooks about the structure of carbon compounds that students find difficult. Since students have to think about all possible structures of carbon compounds, it is necessary to think about the number of cases that fall into the mathematics domain. In addition, it is necessary to have the ability to judge whether the conditions specified in each case are met. As such, mathematical thinking and conditions are necessary only in the chemical field. The determination of whether the

2. PROGRAM DEVELOPMENT 2.1. Development overview It is necessary to extract the necessary algorithms before developing the program. If a carbon compound called C3H6X2 is given, the method to search for possible structures is shown in Fig. 1. First, carbon is numbered from the left. Consider the case of allocating C where X1 can be located (3 cases). If we reconsider the case where X2 can be located, a total of nine cases will appear. However, since there is a case in which it overlaps, C is numbered from the right to delete the same case. So, among the nine cases, the final case is three. Therefore, there are four possible structures of C3H6X2. 2.2. Development actual The program for this study was developed using Python. Table 1 shows the key thinking process and corresponding coding. First, the placement of X is a count of all possible cases. The second deduplication is

__________ Manuscript received June 16, 2020; revised June 20, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-10-2685-6335; fax: +8262-972-5390; e-mail: mcarey2000@nate.com

101

Wi, J., & Kim, S.

coded to eliminate duplicate structures in every possible number of cases.

Carbon compound structure search

Result

Fig. 1. Possible structure judgment process In this way, the activity of exploring the structure of the carbon compound simply requires a convergent activity away from education using existing paper and pen. Therefore, through these activities, students can explore the structure of carbon compounds more convergently, thereby overcoming the existing education and learning the carbon structure. As such, convergent teaching strategies that go beyond traditional methods are required in various fields.

Fig. 2. The possible structure judgment process Table 1. The key thinking and coding Thinking

Coding

REFERENCES [1] The placement of X [2]

S. J. Park, J. T. Kim, M. S. Kim, H. R. An, and J. M. Yoon (2013). Mathematical modeling of hydrocarbon structural isomer numbers. The Korean Society Mathematical Education, 9, pp. 471-475. H. J. Hwang (2007). A study of understanding mathematical modelling. The Korean Society Of Educational Studies In Mathematics, 9(1), pp. 6597.

Jaeyoung Wi entered Gwangju science academy for the gifted in 2018. His research interests include information algorithms, and robots. Also he is interested in geometry and statistics among mathematics.

Deduplication

3. RESULT AND CONCULSION Table 2 shows the program execution screen. In fact, it shows four possible structures through the program, and you can check each structure by pressing each number.

Sungki Kim received the Ph.D. degree in Chemistry Education from Korea University of Education in 2018. His research interests include scientific model, modeling, and computational thinking

Table 2. Program result Thinking

Display

102

Kwon, YB.(2020) STEAM Education with 4DFrame In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 103).

STEAM Education with 4DFrame Yong-Bo Kwon a*

Seoul Eungam Elementary School, 20, Gajwa-ro 6-gil, Eunpyeong-gu, Seoul, Korea

Abstract: Choosing the right materials to let students shape their own structuring is critical in STEAM classes. I have selected 4DFrame which the materials can be flexibly modified for my STEAM class. Students were able to help themselves doing activities such as making figures with mathematical principles, realizing movements derived from scientific principles. Furthermore, weâ&#x20AC;&#x2122;ve observed that more precise outputs can be made by Mechatronics and computer science. I emphasize that in STEAM education it is important to let students make what they have imagined, and shall have no fear upon venturing into a new challenge. Keywords: 4DFrame, STEAM, Mechatronics

Yong-Bo Kwon is currently a teacher in Seoul Eungam Elementary School. He graduated from Seoul National University of Education and has studied Convergence Gifted Students Education in the Graduate School of Education of Soongsil University. He has been the operating teacher for the Elementary Gifted Students at Seoul Seobu District Office of Education

__________ Manuscript received June 20, 2020; revised June 23, 2020; accepted June 23, 2020.

ď&#x20AC;Ş Corresponding author Tel.: +82-2-309-5555; Fax.: +82-2309-5554; e-mail: smreodu@sen.go.kr

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ICAS 2020

Posters

Yoonho Sin & Seoung-Hey Paik.(2020) Qualitative study on the perception of secondary special teachers applying discussion-oriented convergence. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 107-108).

107

108

Seoung-Hang Lee & Young-Jin Kim. (2020) Development of IT convergence engineering education based on automata :Focus on making differential gears and steering gears. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 109-112).

109

110

111

112

Saerom Im, Youngwook Song, Seong-Hey Paik & Kyunghoon Min.(2020) An Analysis of Domestic Research Trends of the Music-centered Convergence Education. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 113-115).

113

114

Saerom Im, Youngwook Song, Seonghae Paik & Kyunghoon Min.(2020) An Analysis of Domestic Research Trends of the Music-centered Convergence Education. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 113-115).

115

Akos Vecsei & Gabor Vecsei.(2020) REBOT : Donâ&#x20AC;&#x2122;t throw it out, create robots! In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 117-118).

117

118

Song, Ga Young.(2020) The impact of design thinking-based convergence classes on creativity In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 119-120).

119

120

Jae-Jun Lee.(2020) Analysis of Research Trend on Convergence Education in Korea In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 121-122).

121

122

Hyunshik Ju.(2020) The Storytelling of A.I. and Convergence Education In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 123-124).

123

124

Martha-Ivon Cardenas, Jose M. Diego-Mantecon, & Teresa F. Blanco.(2020) Robotics as a tool for learning STEAM with studentsâ&#x20AC;&#x2122; at risk of exclusion In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 125-126).

125

126

Minje Jang.(2020) Exploring Strategy of Core Competency Assessment in 2015 Revised National Curriculum using Eye-Tracking : Focused on the Knowledge-Information-Processing Competency In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 127-128).

127

128

Kim SunYoung, & Yu Dukyu.(2020) On the School Art Space for Creative Convergence Education In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 129-132).

129

130

131

132

Se-Hwan Yoon, Seoung-Hey Paik, & Kwang-Su Ryu.(2020) The Development of STEAM Education Material Using Reflection of Light In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 133-134).

133

134

Gokyoung Kim, Seoung-Hey Paik.(2020) A Study on the Development of Personality Factors for 6th graders in Elementary School through the Cooperative Learning-Based Convergence Education Program In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 135-136).

135

136

Yeo, Iju.(2020) Case study on student autonomy activity from the perspective of convergence education : For elementary school students in higher grades In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 137-138).

137

138

Ju-hee Koo.(2020) A study on Teaching Interactive art for improving Convergent Thinking abilities based on Arduino: Focusing on Middle school. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 139-140).

139

140

Gayeong Kim.(2020) The Effect of Convergence Play Program on the Personality of Infants In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 141-142).

141

142

Chulyong Park & Seoung-Hey Paik.(2020) Development of teaching materials to promote system thinking in chemistry classes. In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 143-144).

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Appendix

Borderless Connectivity June 26, 2020 organized by

the International Society for the Advancement of STEAM

❚ Why ICAS is held? International Society for the Advancement of STEAM(ISAS) was established to contribute to the development and spread of the research related to convergence education all over the world. The International Conference on the Advancement of STEAM(ICAS) will be held with the aim to promote the development of the field of convergence education through sustainable communication with scholars, researchers, and teachers related to STEAM education and academic research of the convergence education.

❚Main topic: Borderless Connectivity Convergence has been a significant issue and policy challenge in all areas of education and industry since the 2000s. The critical task that we face in the era of convergence is not only to integrate it in the educational environment but to pioneer new values, new forms or new fields of education in the way of convergence. In particular, with the development of digital technology, a hyper-connected society has emerged and an environment of borderless connectivity has been created. The future convergence society is demanding the removal of boundaries and the creation of innovation through “borderless connectivity" and the fields of education are within the scope of this influence. Today, the significance of STEAM education is increasing in depth and scope. Can STEAM education create innovative growth engines and new paradigms in future education? Advancement of STEAM education is the key to success that will lead the era of the 4th Industrial Revolution that creates human creative values in a hyper-connected, super-intelligence, and hyper-converged society. In response to the global interest in the future-oriented discourse on education reform and innovation, this conference aims to predict the advancement of STEAM education under the theme of “Borderless Connectivity”. Therefore, the conference will examine the potential influence of STEAM education in a changing borderless and connected society and the implementation and evaluation of diverse convergence education at the regional, national, and global levels. This topic may be addressed as an interdisciplinary topic in terms of lifelong development and holistic education, and may also be based on empirical case studies from anywhere in the world. This conference aims to be a place of exchange between academic and interdisciplinary, which presents and shares various creative ideas according to this subject.

147

❚ Register Who will join us? Student, teacher, parents, researcher, professor, entrepreneur, the person in the education field. Participation as… : Oral presenter, Workshop presenter, Poster presenter, Observer, etc. Online registration Click here to register. The registration fee is free. Facebook Page : https://www.facebook.com/International-Conference-on-the-Advancement-of-STEAM-107592000975262

ICAS 2020 will be held online: According to the international environment due to the COVID-19 pandemic. Online Link information will be announced to e-mails of presenters and participants and to the Facebook group of this event.

❚ Call for Paper ICAS 2020 intends to provide a platform to question and discuss the role of future STEAM education. We are pleased to announce the main theme of ICAS 2020, as "Borderless Connectivity"

ICAS 2020 is

open to any topic that can highlight and discuss the role of future STEAM education in addressing the global, national, local educational crises and challenges. Submitters are invited, but not required, to address one or more of the following topics: Part I. Future and innovation of convergence education 

Trends in STEAM education



Global, National, and Regional STEAM education



The nature of convergence education



Convergence education policy and strategy



The success conditions of future STEAM education



A new approach to STEAM education

Part II. Convergence Education Methodology 

STEAM education in Early childhood education



STEAM education in Primary/Secondary education



STEAM education for students in crisis



STEAM education in Special education



Creative education/Gifted education



STEAM education in Higher/Lifelong education 148

The following participants should submit your paper by June 3, 2020, and follow the schedule thereafter. 

Oral Presentation - Live streaming presentation



Oral Presentation - Pre-record presentation



Workshop



Online-Poster

Please submit using the ICAS *paper template

- Live streaming presentation Please submit using the ICAS *poster form. *Click here to download the paper forms

❚ Important Dates We do apologize for the inconvenience caused by a very limited deadline, but we will do our best to prepare for you who meets the following dates to submit your paper. What’s it about

Important Steps

Deadline*

Paper Submission

June 10 / 2020

Please double check the right format for you. Oral/Workshop presenter: ICAS2020 Paper-template.doc Poster presenter: ICAS2020_Poster-template.pptx

Paper Acceptance Notification

June 15 / 2020

The paper acceptance results will be notified by email. After checking the e-mail, please move on to the following steps.

Camera-Ready Paper

June 17 / 2020

Please submit the revised final paper and finish preparing the presentation materials.

Pre-recorded Video** ** For only those involved.

June 20 / 2020

Please Submit the final pre-recorded video

Conference Rehearsal

June 24 / 2020

The online technical inspection and rehearsal will take place. Details will be noticed according to the theme of presenters.

* Deadline extended on June 2 Please submit your paper to jasteam2020@gmail.com no later than June 10, 2020. 

You can download the required format on our Facebook Page (by simply clicking this link). Choose the right format for your participating session. If the ICAS Paper template is not followed as is, you will be asked for revisions.

 Detailed information for the live/ pre-recorded/ poster presenters regarding the length and video recording will be provided along with the paper acceptance notification email.

149

❚ Presentation Awards The awards are given to the most outstanding researchers of the conference under categories below.

Session Awards 

Best Paper Presenter Award / Excellent Paper Presenter Award

These awards are provided to the presentations that have been selected to be the best in the Live Oral Presentation session and the Pre-record Presentation session. 

Best Poster Presenter Award / Excellent Poster Presenter Award

There will be a poster session at the conference and this award is dedicated to the poster presenters at the conference. The best poster presentation will be selected among all the researchers in the session. 

The Next Generation Researcher Award

This award will be provided for the most outstanding presentation of the entire conference. In addition, this award is presented to encourage and support young researchers entering the academic field through this conference. 

Future Convergence Researcher Award

This award will be given to those who participated in and presented this conference as a middle school or high school student. 

Convergence Education Researcher Award

This award will be given to the most outstanding presentation presented by a participant who has registered under the student category. Undergraduates, Master students, and Ph.D. students majoring in convergence education will be considered under this category.

Special Awards 

ISAS Contribution Award

This award is given to those who have contributed to the development of the ISAS Society and participated in the organization of the ICAS 2020.



ICAS Academic Development Award

This award is awarded to those who have contributed to the academic exchanges of the ISAS. 150

❚ Conference Program

Welcome Remarks & Plenary Lecture

Time

Chair

Dr. Kristof Fenyvesi University of Jyväskylä, Finland

https://zoom.us/j/6156211648?pwd=OFlOVHBmOUVBM0plNnlsQW1MczVDUT09

KST 16:00-16:06

Opening address Seoung-Hey

CEST 09:00-09:06

Chairman, International Society for the Advancement of STEAM

KST 16:06-16:12 CEST 09:07-09:12

KST 16:12-16:14

Congratulatory address

ID: 615 621 1648 / PW: 3641

Paik

Lena Gumaelius

Professor, KTH Royal Institute of Technology in Stockholm, Sweden

Congratulatory address

Woo-Yea Hwang

CEST 09:13-09:14

Previous Minister of Ministry of Education, Member of the National Assembly, Korea

KST 16:14-16:20

Welcoming address Chungwon

CEST 09:14-09:20

Chairperson, Foundation for the Advancement of STEAM, Korea

Cho

Plenary Lecture:

KST 16:20-16:35

“Interdisciplinary Teacher education for Sustainability of the Fourth Industrial Revolution”

CEST 09:20-09:35

Hee Chan Lew Professor, Korea National University of Education, Korea

Keynote Remarks

Time Chair

Prof. Young-Hoon Kim Korea National University of Education, Korea

Keynote Speech I.

KST

“Implementation of the Effective Distance Learning (Online Class) for the Action of COVID-19 in 2020”

16:35-17:05

Young Hee Lee

CEST

Professor, Dankook University, Korea

09:35~10:05 Keynote Speech II.

“Technological and pedagogical innovations through STEAM education in our digital era”

Zsolt Lavicza Professor, Johannes Kepler University, Austria

10-minute Intermission

151

Time KST 17:15-18:15 CEST 10:15~11:15

Session 1. Future and Innovation of Convergence Education Track 1**** Chair: Prof. Eun Young Jung Korea National University of Education, Korea Track 2**** Chair: Prof. Sumi. Kwon Korea National University of Education, Korea Track 3**** Chair: Dr. Hyunsik Ju Korea National University of Education, Korea Track 4**** Chair: Mr. Kyeongsik Choi Sejong Academy of Science and Arts, Korea

*Track 1. Presentation | Zoom Meet-up: https://zoom.us/j/7350346763?pwd=UFU2bGN0eTZldndZNnUwSTkvcHh3UT09

ID: 735 034 6763 / PW: 3711

ICAS 20-07 Developing Marker-Based Augmented Reality for Geographical learning 17:15~17:30(KST, UTC+09:00)

Young-Hoon Kim*, Jeong Hwan Park | Korea National University of Education, Korea

ICAS 20-08 Co-teaching robot-supported math lessons in the third grade 17:30~17:45 Jelena Stepanova, Janika Leoste* , Mati Heidmets | Tallinn University, Estonia ICAS 20-13 Action Research on Personalized Curriculum based on the High School Credit System 17:45~18:00 Sang-chan Lee* | Byulmuri Cristian School, Korea ICAS 20-10 Reconfiguring Divergent Thinking in Creative Thought: Towards Convergence Education through Art 18:00~18:15 Eun Young Jung* | Korea National University of Education, Korea

**Track 2. Presentation | Zoom Meet-up: https://zoom.us/j/7303262900?pwd=OEJpbjQ5R3RLWFRKTEpOYWxIMmlDdz09

ID: 730 326 2900 / PW: 421

& Youtube Channel: https://www.youtube.com/channel/UCekc6L4vctodGOGSVh0ds9A

ICAS 20-02 4DFrame as a pedagogical tool for holistic active learning: A case study from Bilingual Montessori School of Lund, Sweden 17:15~17:30 Charlotte Graham & Philippe Longchamps* | Bilingual Montessori School of Lund, Sweden ICAS 20-04 Are Gender and Academic Track Related to Attitude towards Convergence? A Study Focused on High School Students 17:30~17:45 Yustika Sya’bandari, Minsu Ha, Jun-Ki Lee, Sein Shin* | Kangwon National University, Jeonbuk National University, Chungbuk National University ICAS 20-05 Promoting Indonesian students' attitudes towards science through Korean STEAM education 17:45~18:00 Ai Nurlaelasari Rusmana, Yustika Sya’bandari, Rahmi Qurota Aini, Arif Rachmatullah, & Minsu Ha* | Kangwon National University, North Carolina State University

*** Track 3. Poster | Facebook Page: https://www.facebook.com/1st-International-Conference-on-the-Advancement-of-STEAM-107592000975262 Poster 20-01 Qualitative study on the perception of secondary special teachers applying discussion-oriented convergence education program Yoonho Sin, & Seoung-Hey Paik | Korea National University of Education, Korea Poster 20-02 Development of IT convergence engineering education based on automata: Focus on making differential gears and steering gears Seoung-Hang Lee, & Young-Jin Kim | Smart IT Osan University, Electrical and Computer Engineering Ajou University, Korea Poster 20-03 An Analysis of Domestic Research Trends of the Music-centered Convergence Education Saerom Im, Youngwook Song, Seonghae Paik, & Kyunghoon Min | Korea National University of Education, Korea Poster 20-04 REBOT: Don’t throw it out, create robots!

Á kos Vecsei, Gábor Vecsei | REBOT, Hungary

Poster 20-05 The impact of design thinking-based convergence classes on creativity Song, Ga Young | Korea National University of Education, Korea Poster 20-06 Analysis of Research Trend on Convergence Education in Korea Poster 20-07 The Storytelling of A.I. and Convergence Education

**** Track 4. Workshop | Zoom Meet-up: https://zoom.us/j/2220326037

Jae-Jun Lee | Korea National University of Education, Korea

Hyunshik Ju | Korea National University of Education, Korea

ID: 222 032 6037 & Youtube Channel: https://www.youtube.com/channel/UCekc6L4vctodGOGSVh0ds9A

Workshop 20-01 Video material development process for understanding the blind Workshop 20-02 To become a youth outside school

BF BOOKS | Braille Publishing Co., Ltd., Korea

Jeon Tae hee | Youth Outside School, Korea

Workshop 20-04 Collecting Drinking Water Using GeoGebra and 4Dframe Workshop 20-05 Understanding 3D shapes through origami

Jun Hyoung Kim | Gangil Girls’ High School, Korea

Eunice Moon | 7th Grade in Beverly Vista Middle School, USA

10-minute Intermission

152

Time KST 18:25-19:25 CEST 11:25~12:25

Session 2. Convergence Education Methodology Track 1**** Chair: Prof. Eun Young Jung Korea National University of Education, Korea Track 2**** Chair: Prof. Sumi. Kwon Korea National University of Education, Korea Track 3**** Chair: Dr. Hyunsik Ju Korea National University of Education, Korea Track 4**** Chair: Mr. Kyeongsik Choi Sejong Academy of Science and Arts, Korea

*Track 1. Presentation | Zoom Meet-up: https://zoom.us/j/7350346763?pwd=UFU2bGN0eTZldndZNnUwSTkvcHh3UT09 ID: 735 034 6763 / PW: 3711 ICAS 20-14 Convergence education and its impact on the secondary school mathematics teacher: a personal reflection 18:25~18:40(KST, UTC+09:00) Wei Sern, Vincent, Lew * | Dunman High School, Singapore ICAS 20-03 An Analysis of the Status of STEAM in Elementary and Secondary Informatics Korea National Curriculum 18:40~18:55 Soyul Yi & YoungJun Lee* | Korea National University of Education, Korea ICAS 20-15 What 4D Frame competition can offer to grade 5 students – a case in the Hong Kong team? 18:55~19:10 Wing Kin CHENG | The University of Hong Kong, Hong Kong ICAS 20-16 Exploring spherical symmetries through hands-on and digital modeling: Temari in the classroom! 19:10~19:25 Andrea Capozucca | University of Camerino, Italy Kristóf Fenyvesi* | University of Jyväskylä, Finland Eleonóra Stettner | Kaposvár University, Hungary Koji Miyazaki | Kyoto University, Japan Noriko Maehata | Image Mission Inc., Japan Christopher Brownell | Fresno Pacific University, USA Matias Kaukolinna | Experience Workshop Global STEAM Network, Finland Osmo Pekonen | University of Jyväskylä, Finland Zsolt Lavicza | Johannes Kepler University, Austria

**Track 2. Presentation | Zoom Meet-up: https://zoom.us/j/7303262900?pwd=OEJpbjQ5R3RLWFRKTEpOYWxIMmlDdz09

ID: 730 326 2900 / PW: 421

& Youtube Channel: https://www.youtube.com/channel/UCekc6L4vctodGOGSVh0ds9A

ICAS 20-11 Predicting the next number Computational Thinking 18:25~18:45 Bonghan Cho* | EQUALKEY, Korea ICAS 20-12 Development of a D-T-C based Idea Generation Convergence Tool 18:45~19:05 Kwangmyung Kim | Wisdom Creative Research Laboratory, Korea ICAS 20-01 Embedding creative thinking skills on undergraduate students through STEM course 19:05~19:25 Irma Rahma Suwarma, Ari Widodo, & Asep Kadarohman* | Universitas Pendidikan Indonesia, Indonesia

***Track 3. Poster | Facebook Page: https://www.facebook.com/1st-International-Conference-on-the-Advancement-of-STEAM-107592000975262 Poster 20-08 Robotics as a tool for learning STEAM with students’ at risk of exclusion Martha-Ivón Cárdenas, Jose M. Diego-Mantecón, & Teresa F. Blanco | Polytechnic University of Catalonia, University of Cantabria, University of Santiago de Compostela Poster 20-09 Exploring Strategy of Core Competency Assessment in 2015 Revised National Curriculum using Eye-Tracking :

Focused on the Knowledge-Information-Processing Competency Minje Jang | Korea National University of Education, Korea Poster 20-10 On the School Art Space for Creative Convergence Education Kim SunYoung, & Yu Dukyu | Geumneung Elementary School, Kunguk University Poster 20-11 The Development of STEAM Education Material Using Reflection of Light Se-Hwan Yoon, Seoung-Hey Paik, & Kwang-Su Ryu | Korea National University of Education, Korea Poster 20-12 A Study on the Development of Personality Factors for 6th graders in Elementary School

through the Cooperative Learning-Based Convergence Education Program Go kyoung Kim, Seoung-Hey Paik | Korea National University of Education, Korea Poster 20-13 Case study on student autonomy activity from the perspective of convergence education : For elementary school students in higher grades Yeo, Iju | Korea National University of Education, Korea Poster 20-14 A study on Teaching Interactive art for improving Convergent Thinking abilities based on Arduino: Focusing on Middle school Ju-hee Koo | Korea National University of Education, Korea Poster 20-15 The Effect of Convergence Play Program on the Personality of Infants Gayeong Kim | Korea National University of Education, Korea Poster 20-16 Development of teaching materials to promote system thinking in chemistry classes Chulyong Park & Seoung-Hey Paik | Korea National University of Education, Korea

****Track 4. Workshop | Zoom Meet-up: https://zoom.us/j/2220326037 ID: 222 032 6037 & Youtube Channel: https://www.youtube.com/channel/UCekc6L4vctodGOGSVh0ds9A Workshop 20-07 Developing Untact Learning Program with 4DFrame: Learn-ch Box® Delivery Service Hyo-Sook Yang | 4DLand Inc. Workshop 20-08 Game of Algebra with J_algebra tile Minju Jeong | Science Education Center for the Gifted Student at Inha University Workshop 20-09 Combining Mathematical Thinking and Coding into Chemistry Domain Jaeyoung Wi, Sungki Kim | Gwangju Science Academy For the Gifted

10-minute Intermission

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Closing Ceremony

Time KST 19:35-20:00

CEST 12:35~13:00

Chair

Prof. Eun Young Jung Korea National University of Education

https://zoom.us/j/7350346763?pwd=UFU2bGN0eTZldndZNnUwSTkvcHh3UT09

Closing address Dr. Kristof Fenyvesi Co-Chair, ICAS 2020 / University of Jyväskylä, Finland

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ID: 735 034 6763 / PW: 3711

❚ Conference Organization

Organizing Committee Co-Chair

Hogul Park Director, 4D Mathematical Science Creativity Research Institute, Korea

Co-Chair

Kristof Fenyvesi Researcher, University of Jyväskylä, Finland

Chung-Won Cho Professor, Seoul National University of Science & Technology, Korea Christopher Brownell Professor, Mathematics and STEM Education, Fresno Pacific University, USA Zsolt Lavicza Professor, STEM Education Research Methods, Johannes Kepler University, Austria Iris Hyosook Yang Cheif Executive Officer, 4DLand, Inc., Korea Youngjun Lee Professor, Dept. of Computer Science Education, Korea National University of Education, Korea Changho Yoon Researcher, KNUE Convergence Education Research Institute, Korea

Program Committee Chair

Seoung-Hey Paik Professor, Dept. of Chemistry Education, Korea National University of Education, Korea

Young-Hoon Kim Professor, Dept. of Geography Education, Korea National University of Education, Korea Minsu Ha Professor, Div. Science Education, Kangwon National University, Korea Eun Young Jung Professor, Dept. of Art Education , Korea National University of Education, Korea Sumi Kwon Professor, Dept. of Elementary Education, Korea National University of Education, Korea Hyunsik Ju Researcher, KNUE Convergence Education Research Institute, Korea Kyeongsik Choi Teacher, Sejong Academy of Science and Arts, Korea Kwang-Hyun Cho Researcher, Foundation for the Advancement of STEAM, Korea

Conference Support Team Iris Hyo-Sook Yang Cheif Executive Officer / 4DLand, Inc., Korea Jungho Park

Education and Training Team, 4DLand, Inc., Korea

Sungwoo Lim International Development Dept. 4DLand, Inc., Korea Hanna Shin Dae-eok Lim

International Development Dept. 4DLand, Inc., Korea Design Team, 4DLand, Inc., Korea

Changjun Seo Public Relation Dept., 4DLand, Inc., Korea Jaehyuk Lee Researcher. KNUE Convergence Education Research Institute, Korea Youngjin Kim Researcher. KNUE Convergence Education Research Institute, Korea

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ICAS Headquarter & Global Hubs Headquarter

International Society for the Advancement of STEAM

Korea

KNUE Convergence Education Research Institute, Korea

Korea

Korea University of Education, Korea

ICAS 2020 Global Conference Hubs : Local hubs around the world Experience Workshop

Finland Indonesia Sweden Korea

UPI | Universitas Pendidikan | Indonesia University of Education Bilingual Montessori School of Lund

GeoGebra Korea / QUEBON.tv / 4DFrame / Foundation for the Advancement of STEAM

â?&#x161; Contact us International Society for the Advancement of STEAM KNUE Convergence Education Research Institute, 250, Taeseongtabyeon-ro, Gangnae-myeon, Heungdeok-gu, Cheongju-si, Chungcheongbuk-do, 28173, Republic of Korea Tel : +82 43 230 3857 E-mail : ceri@knue.ac.kr

ICAS 2020 Team International Society for the Advancement of STEAM, 82-9, Jangja-daero 1beon-gil, Guri-si, Gyeonggi-do, 11938, Republic of Korea Tel: +82 31 553 7774 Fax: +82 31 553 1013 Email : jasteam2020@gmail.com

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