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1 (215), 54(1), STEAM,.. STEAM, STEAM, 5~6 11.,., 5~6...,. (, 21)., 29. (,, 212). 211 STEAM * :,

2 (215), 54(1), 17-3,. (Arts) STEAM STEM. (, 212).,. STEAM,. Yakman(21),,,,,. (Root-Bernstein R., & Root-Bernstein M., 24). (21).., (, 212;, 211)....,. 19, (Optical art), (Kinetic art), (Sand art), (Media art), (Sci-art) (, 211)..,.,,...., ~6, ,.

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11 N M SD (1.7) 11 (39.3) 7 (25.) 7 (25.) 9 (32.1) 8 (28.6) 45 (26.8) (%) 14 (5.) 1 (35.7) 14 (5.) 15 (53.6) 12 (42.9) 14 (5.) 79 (47.) 1 (35.7) 7 (25.) 7 (25.) 6 (21.4) 7 (25.) 6 (21.4) 43 (25.6) 1 (3.6) 1 (.6)..... (, EVA, ). < 12> 3.,.,., 11.,,,,,.,,.,

12 (215), 54(1), ,,,,..,,. 3.,..,...,.,..,,.., (25). :. :. (21).. :., (213). STEAM., 7(1), (212, 12). (STEAM). 212 STEAM,. (211). : (STEAM). STEPI Insight ( ), 67, (212, 12) ,, (212). -., 32(5), (211).,. :.,, (213, 12). STEAM :. 213 STEAM,. (28). :., 7(1), 71-8.,,,,,,,, (212). (STEAM) ( )., (25).... (212)., ( 212)., (211). ( CR 211-4).,

13 (211).., 17(2), , (27).., 23(4), 93-1., (212). :., 22(2), (211).,., 21(4), ,,,, (211). KEDI 3 ( CR )., (21).,. :. Davis, M. H. (1983). Measuring individual differences in empathy : Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, Feist, G. J. (1999). The influence of personality on artistic and scientific creativity. Handbook of Creativity, Maes, B. (21). Stop talking about STEM education! TEAMS is way cooler. Retrieved November 19, 214, from ms. Root-Bernstein, R., & Root-Bernstein, M. (24). Artistic scientists and scientific artists : The link between polymathy and creativity. In R. J. Sternberg, E. L. Grigorenko & J. L. Singer (Eds), Creativity : From potential to realization. Washington, DC: American Psychological Association. Sternberg, R. J., & Lubart, T. I. (1999). The Concept of creativity : Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity. NY: Cambridge University Press. Torrance, E. P. (1962). Guiding Creative Talent. Englewood Cliffs. NJ: Prentice Hall. Yakman, G. (21). What is the point of A brief overview. Retrieved November 13, 214, from

14 (215), 54(1), 17-3 Teacher Education Research (215), 54(1), 17-3 ABSTRACT Effects of the Science-Arts Convergence Program on Elementary School Student's Creative Personality: Focusing on Kinetic Art 1 Beobwon Elementary School, 2 Gyeongin National University of Education Since 211 Education has emphasized links between subjects through methods such as integration and reconfiguration, including STEAM (Science, Technology, Engineering, Arts, and Mathematics). This shift in focus means that creativity and character education has become important in developing learners abilities. This study investigates how elementary school teachers utilize science-arts integration activities into class in the field of science. For this study, a program for science-arts convergence was developed and applied to examine the effects of the program on students creative personality. A survey was administered to measure the teachers and schools understanding and realization of STEAM. Utilizing this research, we developed a science-arts convergence program through Kinetic art. This program consisted of 11 lessons for 5th and 6th grade students. The lessons did not focus on simply generating movement but on studying movement itself and gaining practical knowledge using this energy. The science-arts convergence program was an application that made use of movement and artistic imagination. This study included pre- and post-tests which were designed and implemented for 28 students in B Elementary School. The goal of this was to analyze the effects of the science-art convergence program on a student's creative personality. : / : / : / : * Corresponding author: Kwon, nanjoo;

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