This study was to apply STEAM(Science, Technology, Engineering, Arts, and Mathematics) Education to the existing science learning field for the 5th graders of elementary school, to widen the understandings of integrative approach of science education and examine the effects of STEAM Education applying science learning to the affective areas of students such as science-related selfefficacy, interest and attitude. The study subjects were the two classes of the 5th grade of G elementary school located in Gyeonggi-do, and the experimental class was composed of 30 students and the comparative class of 29. This study investigated and compared quantitatively the experimental class which recomposed the contents by lesson in order to make the unit of science ``Our Body`` for the second semester of the 5th grade appropriate to STEAM Education and performed the learning and the comparative class which performed the learning with general learning methods according to the manual through the affective area questionnaire. The results of this study were as follows ; First, the science lesson applying STEAM Education influences self-efficacy about science subject of elementary school students and it showed that self-efficacy was significantly raised after the execution of the science learning applying STEAM Education compared to the time before the execution of the science learning applying STEAM Education. Second, the science lesson applying STEAM Education was proven to significantly influence the interest in science, that in science learning, that in scientific activities and that in the science related jobs. Third, it was shown that the science lesson applying STEAM Education influences significantly the areas of the scientific attitude and the science related attitude of elementary school students. Based on these results, it is considered that the science learning applying STEAM Education influences the affective area of elementary school students positively and has a value as an integrative approach of the science subject.