한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제42권3호
  • /
  • Pages.399-408
  • /
  • 2023
  • /
  • 1598-3099(pISSN)
  • /
  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
권호 표지
DOI QR코드

DOI QR Code

초등 과학 수업에서 VR 기술을 활용한 메이커교육 프로그램의 개발과 적용 - '동물의 생활' 단원을 중심으로 -

Development and Application of a Maker Education Program Using Virtual Reality Technology in Elementary Science Class: Focusing on the Unit of 'Animal Life'

  • 투고 : 2023.05.01
  • 심사 : 2023.06.02
  • 발행 : 2023.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구에서는 초등학교 과학 '동물의 생활' 단원 수업에 메이커교육 프로그램을 개발하고 적용하여, 학생들의 학업성취도와 창의적 문제해결력에 미치는 영향을 조사하였다. 메이커교육 프로그램의 주제는 '동물의 특징을 모방한 로봇 VR 전시관 만들기'이다. 프로그램의 단계는 TMI 메이커교육 모형에 따라 과학 개념을 탐구하고, 창의적으로 로봇 VR 전시관을 만드는 활동으로 구성하였다. 연구 결과, 해당 프로그램의 적용은 유의미한 학업성취도와 창의적 문제해결력 향상을 가져왔다는 것을 발견했다(p<.05). 본 연구는 초등 과학 수업에서 메이커교육의 효과성을 입증한 것으로, 메이커교육을 적용하여 학생들의 과학 학습에 대한 흥미와 참여도를 높일 수 있을 것이다. 또한, 다양한 주제와 프로그램을 개발하여 초등학교 과학 수업에서 메이커교육을 더욱 적극적으로 활용할 수 있도록 노력할 필요가 있다. 본 연구의 결과를 일반화하기 위해서는 다양한 연령층과 초등 과학의 다른 영역에서 메이커교육의 효과성을 조사하는 추가적인 연구가 필요하다. 또한, 교육자들이 메이커교육을 효과적으로 활용할 수 있도록 교육 및 교육자 역량 강화가 필요하다.

This study developed and applied a maker education program for an elementary school's science unit on 'Animal Life'. It examined the program's impact on students' academic achievement and creative problem-solving ability. The theme of the maker education program was 'creating a robot virtual reality (VR) exhibition hall mimicking animal characteristics'. It explored scientific concepts and creatively created a robot VR exhibition hall in accordance with the TMI maker education model. Findings revealed that the program significantly improved students' academic achievement and creative problem-solving ability (p<.05). This study provides evidence for the effectiveness of maker education in elementary school science classes and suggests that using maker education can increase students' interest in and engagement with science learning. To implement maker education more actively in elementary school science classes, stakeholders should develop various topics and programs. Additional research investigating the effectiveness of maker education in different age groups and various other areas of elementary science education is required to generalize the results of this study. Moreover, educational and teacher capacity building is required for educators to utilize maker education effectively.

키워드

참고문헌

  1. Dougherty, D. (2013). The maker mindset. In M. Honey, & D. E. Kanter. (Eds), Design. Make. Play: Growing the next generation of STEM innovators (pp.7-16). NY: Routledge.
  2. Jang, S. (2021). Case study of an online maker education program for scientific inquiry experience: Interest and interaction of elementary students. The Journal of Education, 41(4), 313-328. https://doi.org/10.25020/je.2021.41.4.313
  3. Joe, G., & Lee, Y. (2018). The development and effects of an early childhood science education program based on maker education. Korean Journal of Early Childhood Education, 38(1), 341-366.
  4. Kim, H., & Choi, S. (2010). Development and application of the available creative nature game learning program in elementary science class: Focused the animal units of the 4th grade. Biology Education, 38(1), 102-110.
  5. Kim, H., & Choi, S. (2020). The development and application of the SW-STEAM program by utilizing software supporting the creation of VR for elementary science class. Journal of Korean Elementary Science Education, 39(2). 296-305.
  6. Kim, H., & Choi, S. (2022). Effects of the application of a maker education program to elementary science online class: Focusing on the unit "Life cycle of a plant". Journal of Korean Elementary Science Education, 41(2), 432-442.
  7. Kim, J. (2019). Direction of maker education and school education. Journal of the Edutainment, 1(1), 1-14. https://doi.org/10.36237/koedus.1.1.1
  8. Kim, S., Lim, C., Kim, S., & Hong, J. (2016). E ffects of a brain-based evolutionary approach using rapid-cycling brassica rapa on elementary school students' interests in life cycle of plants. Journal of Korean Elementary Science Education, 35(3), 336-347.
  9. Kim, W., & Noh, S. (2021). The effects of science class using maker education on academic achievement, attitude toward science, class participation of elementary student. Korean Society for Elementary Science Education Conference, 80, 77.
  10. Korean Educational Development Institute. (2001). A study on the development of a simple creative problem-solving ability test (I) [간편 창의 문제해결력 검사 개발].
  11. Lee, H., Kim, J., & Lim, C. (2015). Analysis of elementary school students' interests based on the types of knowledge in the field of life sciences. Korean Society for Elementary Science Education Conference, 68, 203.
  12. Lee, S., & Kang, S. (2021). Research on the development and application of elementary science program based on maker education. School Science Journal, 15(3), 295-308.
  13. Lee, S., & Kang, S. (2022). A case study of maker education activity based on science concept: Targeting 6th graders of elementary school. The Journal of Learner-Centered Curriculum and Instruction, 22(11), 593-613.
  14. Lee, S., Kim, T., & Lee, S. (2018). The development and application of a design thinking-based maker class for improving elementary school students' collaborative problem solving ability. The Journal of Education, 39(3), 19-41.
  15. Lee, Y., & Kim, Y. (2019). An analysis on the educational needs of elementary and secondary school teachers for professional elements of STEAM education. Journal of Korean Practical Arts Education, 25(2), 195-211.
  16. Martinez, S. L., & Stager, G. (2013). Invent to learn. making, tinkering, and engineering in the classroom. Torrance. Canada: Construting Modern Knowledge. 
  17. Ministry of Education [MOE]. (2015). Elementary and secondary school curriculum. Seoul: Ministry of Education.
  18. Moon, C. (2016). An action research on the engineering⋅ design convergence education for the creative developer. Journal of Cultural Industry Studies, 16(3), 23-31.
  19. Oh, H., Park, I., & Choi, K. (2021). A meta-analysis on the effects of maker education on student competency: Focusing on creativity and problem-solving. Journal of Korean Association for Educational Information and Media, 27(1), 313-340.
  20. Oh, J., & Hong, S. (2018). Application effects of STEAM program based on backward design for the 'Life of animals' unit of elementary science. Biology Education, 46(4), 431-441.
  21. Park, Y., & Jang, H. (2022). A study on the development of a program for subject-related career education using maker education in elementary school and an analysis of its effect. The Journal of Korea Elementary Education, 33(4), 69-90.
  22. Schad, M., & Jones, M. (2020). The maker movement and education: A systematic review of the literature. Journal of Research on Technology in Education, 52(1), 65-78.
  23. Seoul Metropolitan Office of Education. (2017). Maker education mid to long term ('18~22) development plan [메이커교육 중장기 발전계획]. Retrieved from http://www.sen.go.kr/web/services/bbs/bbsView.action?bbsBean.bbsCd=361&bbsBean.bbsSeq=206
  24. Son, K., & Lee, H. (2021). The effect of maker education program in school maker space on creative problem solving ability and self-directed learning ability of elementary students. Journal of Korean Elementary Science Education, 40(1), 55-65.