A Study on the Preservice Teacher's Creativity Education for the Integration Talent Education

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1 , pp A Study on the Preservice Teacher's Creativity Education for the Integration Talent Education Mi-Seung Yun 1, Jeong-jin Youn 2 and Seong-Won Kim 3* 1 Eearly Childhood Education, Kyungsung University, 309 Suyeong-ro, Nam-gu, Busan, 48434, Republic of Korea 2 Dept. of Early Childhood Education, Tongmyong University 428 Sinseon-ro, Nam-gu, Busan 48520, Republic of Korea 3* Creativity & personality Laboratory of Tongmyong University, 428, Sinseon-ro, Nam-gu, Busan, 48520, Republic of Korea 3* swonk25@naver.com Abstract. The purpose of this study is to develop a curriculum for creativity education of early childhood teachers based on STEAM education. In order to accomplish the purpose of study, first, the change of education paradigm in the era of the fourth industrial revolution was examined. Second, STEM education in America and STEAM education in Korea were compared. Third, based on the STEAM education, cultural and artistic tools were used to develop the creative personality of early childhood teachers. Finally, the creative personality development program of early childhood teachers based on STEAM education was applied to CREPE. Keywords: STEAM education, 4 th Industrial Revolution, Arts & Culture 1 Introduction Modern society is entering into the era of the greatest advanced science and technology called the 4th Industrial Revolution. The development of science and technology has been a driving force for ever changing human civilization from the past to the present. Our society has undergone three business revolutions over the last 100 years and is experiencing the development of industrial civilization. The first industrial revolution, which began in the 1810s, brought about revolutionary innovations in which non-human machines work from the agricultural society where human labor is central. After that, human beings began to develop machinery rapidly, and in 1870 a second industrial revolution began with the use of conveyor belts and electric energy, which were the first to mass-produce in factories. Science and technology have developed rapidly, and about 50 years ago, computer and information and communication technologies have entered into the third industrial revolution, the era of digital revolution and knowledge information revolution. It is time to imagine that a fusion of advanced science and technology, such as revolution * Corresponding Author ISSN: ASTL Copyright 2018 SERSC

2 that threatens the present life, is coming to our society, which has been quick to adapt to this tertiary industrial revolution. We call this the Fourth Industrial Revolution. The Fourth Industrial Revolution is the result of many industrial revolutions. The development of various societies in which advanced science and technology converge with each other is difficult to predict and feels insufficient to adapt and cope with. In this crisis of life, there is a demand for a way of thinking and lifestyle appropriate to the Fourth Industrial Revolution. Many advanced countries in the West have already spared interest and investment at the national level to train future talent 2 Education Paradigm 4 th industrial revolution Era In developed countries, education reform is being implemented to strengthen national competitiveness and maintain superiority. Future society cannot adapt to the present educational form. The rapid development and change is a time when a fusion talent capable of fusion thinking in a future society is required. In order to cultivate fusion talents, a convergent education revolution required by the age of the fourth industrial revolution should be realized[1]. A typical characteristic of the Fourth Industrial Revolution is that artificial intelligence (AI), IOT, Big Data, 3D printing, and Cloud have great influences on modern civilization with their respective functions; it will create the results of scientific and technological development beyond imagination. With the development of artificial intelligence (AI), robots have replaced many of the tasks and roles that humans have performed. In many hotels, robot hotel liters are working on behalf of human beings, and robots in front of the shops are exploiting customers to explain their products. The robot cook cooks and the robot doctor analyzes the huge data collected so far to diagnose the patient's illness and guides the doctor to the doctor with the best treatment method with 95% accuracy. 3D printing makes it possible to instantly create and use the desired objects. It is time to design a car, make it with 3D print, and ride it instantly. The Internet of things is a network of objects in the home, automatically cooling and heating the network to maintain a pleasant and safe environment, connecting the region and the region, It will be a society. These changes will transform all spheres of society, and we will no longer be able to anticipate and cope with future societies. The characteristics of this fourth industrial revolution will change our lives aggressively. In other words, the future society should not be coped with but be a human being able to fuse with various aspects of change, in change and change. In other words, a humanoid type with convergent thinking is required. Already in the United Kingdom, the United States and Germany, educational innovation has been introduced and implemented to prepare for the fourth industrial revolution. Students in middle school and high school as well as elementary school are learning how to use 3D printers and using 3D printers to create their own designs. It looks like a scientist who plays a virtual reality game during class and collects 3 to 4 people freely to discuss and create an artwork. Students in developed countries become small scientists, experimenting and studying in the classroom and learning scientific knowledge. 86 Copyright 2018 SERSC

3 The educational environment provides a variety of advanced educational environments to familiarize students with new science and technology. Students are allowed to open themselves to discuss and make their own discussions, thereby developing their own self-directed learning abilities We are prepared for a healthy society by learning the cooperation and care that society members should have n particular, the United States hosts the Maker Faire, which promotes regular scientific creation activities in each region. Maker Faire is a nonprofit science event where people can create their own robots or new objects with their interests and interests, and also experience them directly. Many children and citizens are interested and participate in science and engineering skills by doing their own experience of making things from their young age. Maker Faire is part of the US convergence talent education to prepare for the fourth industrial revolution[2]. This fourth industrial revolution emphasizes the need for an education revolution and education innovation for the integration talent education has been launched all over the world th Industrial Revolution and American STEM Education The United States introduced STEM education that combines science, technology, engineering, and mathematics with an education revolution for the era of the fourth industrial revolution. The United States National Academy of Engineering (2005) emphasized the importance of K-12's quality of mathematics and science education to survive in the 21st century competition, while maintaining economic superiority and competing in the era of the Fourth Industrial Revolution. K-12 students should be prepared as future creative citizens. In particular, he argued that the convergence and complex abilities of science, mathematics, engineering, and technology are required. Future occupations are expected to be occupied by people with science, engineering and mathematics education to become highly skilled workers, and this power is an important key to future growth, productivity and competitiveness. " Called for a new approach to STEM education by linking higher education and government. The purpose of STEM education is to nurture convergent talents to maintain national competitiveness and to lead innovation in science and technology. STEM education in the United States emphasizes the efforts to improve and improve achievements in science and technology, and the need for economic, engineering thinking and engineering skills. Also includes problem solving for the pursuit of value-added, engineering concept from technical design activity perspective. For the STEM, it is possible to train including the Arts field[3] th Industrial Revolution and Korean STEAM Education Korea is currently attempting educational policies to train STEAM from elementary to high school in order to nurture the talents required in the fourth industrial revolution era. Korea is implementing STEAM, a fusion talent education that combines science, technology, engineering, art, and mathematics by adding art in STEM education in the United States. A brief look at the development of STEAM Copyright 2018 SERSC 87

4 education in Korea suggests the introduction of STEAM education in 2011 and the development of creativity in By adopting STEAM education in the revised education course in 2015, we have implemented a more aggressive fusion talent education. Currently, some high schools have designated STEAM as a pilot school for teaching STEAM classes during creative activities. STEAM education develops the ability to integrate and integrate science, technology, engineering, art, and mathematics beyond the boundaries of the curriculum to solve real life problems[4]. The components of this STEAM education are shown in Figure 1. Fig. 1. Components of STEAM The components of STEAM education are as follows. First, the theories and concepts of science and mathematics are applied to our society, and we can realistically experience the reasons to learn and make the necessity and motivation to solve problems. Then, through engineering and technology connected with real life, we design optimal problem for problem solving and design problem solving method. In this process, artistic techniques are applied and classes are taught to nurture students' creativity and sensitivity to foster convergence talents. If you look at an example of STEAM education, the teacher comes to the classroom with a bunch of flowers in math time. Students are interested in what mathematics classes they will lead with a bouquet of flowers. 88 Copyright 2018 SERSC

5 Fig. 2. STEAM education learning criteria The characteristics of the STEAM education learning criteria are as follows. First, it induces curiosity, interest, and attention of infant as much as possible in order to present it to the situation, to recognize it as a self - problem, and to perceive learning contents and activities as a problem of the infant itself. Second, we cultivate problem solving ability through creative design. It is not the one-sided knowledge transfer of the teacher but the problem solving by using the ideas and ideas that the child invented creatively. Third, emotional experiences lead to new challenges. Challenge enthusiastically to challenge new issues through the joy of success in solving problems[4]. In our daily life, bouquets are often used. In other words, in order to celebrate the birthday of a friend, in order to confess the heart, I present a bouquet mainly as a sign of gratitude. In this way, the teacher draws mathematical concepts such as probability and statistics with bouquets that are easily accessible in our real life. Students in the same team will be debated and trial-and-error to make the most economical bouquet. The calculations of economic bouquets made by each team are different. By sharing their results, they share with other students. Through this, talented people with fused thinking required during the fourth industrial revolution era are fostered. It is a lesson that solves problems with artistic sensitivity through science and technology through everyday life. In other words, STEAM class is futuristic education in the era of the 4th Industrial Revolution, in which student s experience self-directed problem solving, learning and sympathy for cooperation and consideration. STEAM Education practitioners should be more familiar with STEAM education than anyone else. In addition, creativity must be provided for STEAM education in the educational field. For this purpose, it is necessary to base the teacher s creativity improvement program on STEAM education. Copyright 2018 SERSC 89

6 3 STEAM based Early Childhood Teacher Improvement Program Early childhood teachers operate curriculum in the field and have a direct impact on infants. The quality of early childhood teachers determines the quality of early childhood education. In other words, the ability of early childhood teachers is most important because the person who practiced fusion talent education for infants is an early childhood teacher. Creativity education of early childhood teachers who educate and nurture infants who will live in the era of the fourth industrial revolution is continuing. The purpose of this study is to develop a program for creativity improvement of early childhood teachers based on STEAM education, considering that early childhood education should be based on STEAM education. Based on the components of STEAM education, the program was structured as shown in Table 1 to improve the creativity of early childhood teachers. Table 1. STEAM education-based early childhood teacher improvement program division activity Content composition and operation method Discover problems in everyday life Solving Problems Using Engineering Techniques Finding a method Finding scientific and mathematical concepts Motivational question Discover problems Various solutions Solution Fusing As you look at the video, make a list of as many scientific or mathematical questions as possible based on scientific concepts and mathematical concepts. Develop a convergent thinking-enhancing activity that reminds the contents of the image analytically. Create a question list of how scientific concepts and mathematical concepts are applied in movies I find a problem that would arise if the problems in the movie were implemented in reality. You can discuss solutions that apply engineering techniques to solve problems in movies. In reality, you can find a way to solve engineering problems when problems occur in movies. A new problem solving method can be created by combining the problem solving method in the movie with the problem solving method in the reality. 90 Copyright 2018 SERSC

7 Applying as an art element Fusion Forced binding PMI creativity technique Apply in movie Apply in real life Fusion You can forcibly combine the problem solving methods of film and reality. You can forcibly combine the problems found in the film with the scenes of reality. How to combine real-world problem-solving methods with scenes in movies Can be. Think and solve various aspects of the good and bad points of film and reality problem solving methods Creative drama, cinetics, brainstorming, mandala, defect enumeration, attribute enumeration, coloring hats, odd thinking, creativity in cartoons, finding new names, Apply the articulation of the selected problemsolving method in the movie to change the anticipated story. Apply the selected problem-solving method to the reality, including artistic elements, and create the anticipated story. A story is created by combining film and reality problems and problem solving methods. Science, math, technology, art, and engineering can be combined to create a story. 4 Conclusion The Fourth Industrial Revolution has brought about educational innovation, and we have to conduct convergent talent education in preparation for this. No longer can traditional education and teaching-learning methods dominate the future national competitiveness. In addition to elementary school, junior high school, and high school, we need to train fusion talent by conducting fusion talent education from infancy. Successful convergence talent education requires government support and a convergence education environment. But most of all, it requires teacher's convergent thinking and creative thinking which is the subject of education. For this purpose, it is urgent to develop a convergent talent education program for pre - service teachers who can enhance the professionalism of the teachers by strengthening the convergence education capacity. Based on the STEAM education developed by the research, the program for creativity improvement of early childhood teachers is implemented by utilizing various cultural and artistic images and movies familiar to early childhood teachers[5]. This program not only improves the creativity of early childhood teachers, It is expected to improve competence. In addition, I would like to emphasize that STEAM-based creative personality improvement programs should be Copyright 2018 SERSC 91

8 continuously developed so that they can be practiced variously in the field of early childhood education. Acknowledgment. This work was supported by the Ministry of Education of the Republic of Korea and National Research Foundation of Korea (NRF- 2017S1A5B ). References 1. K. M. Lee.: Discourse analysis on core competencies in the age of 4 th industrial revolution and happiness education. Early Childhood Education Research. Vol. 37(3), pp (2017). 2. G. M. Joe.: The Development and the Effect in the Early Childhood Science Education Program Based on Maker Education. Kyung-sung University, Doctoral Dissertation (2017). 3. Dickman, A., Schwabe, A., Schmidt, J. & Henken, R..: Preparing the future workforce- Science, Technology, Engineering and Math(STEM) Policy in K-12 Education in Wisconsin. Public Policy Forum PP.6-46 (2009). 4. Y. S. Lee.: The direction of STEAM Education in Nuri-Curriculum. Early Childhood Education Research. Vol. 34(1), pp (2013). 5. J. S. Kim.: Exploration of STEAM Education as a New Integrated Education for Technology Education. Korea technology education association. Vol.7(3). pp. 1-29(2007). 92 Copyright 2018 SERSC