Browse > Article
http://dx.doi.org/10.18108/jeer.2020.23.5.68

Comparative Study on Maker Participation Patterns of High School Students in Korea Engineering and Non-Engineering  

Byun, Moon Kyoung (Department of Applied Artificial Intelligence, Sungkyunkwan University)
Quan, Hai Yan (Department of Child Psychology & Education, Sungkyunkwan University)
Publication Information
Journal of Engineering Education Research / v.23, no.5, 2020 , pp. 68-75 More about this Journal
Abstract
In order to cultivate the talents acquired in the fourth industrial revolution, developed countries' government are actively engaged in the campaigns encouraging K-12 students to participate in the maker movement. Maker education is regarded as one possible solution based on high tech in the era of the 4th Industrial Revolution, and it is spreading widely along with STEM education. In South Korea, STEAM education was actively conducted nationwide, and since 2017, STEAM and maker education have been linked showing mutual development. However, compared to STEAM education linked to the curriculum, comparison and activity-based research on maker education for teenagers is still insufficient. Therefore, this study aimed to suggest implications for STEAM education and maker education by analyzing the motivation of Korean youth to participate in maker activities. The subjects of this study are high school students who participated in maker education programs in student community for the first time in Korea. In this study, students were classified into engineering-related career group and non-engineering-related career groups based on their career intentions, and the motivation and understanding of participation in maker activities were compared. As a result of the study, male students participated more in maker education community activities than female students, and the engineering-related career group had a higher intention to participate in games, outdoor activities, IT equipment, digital production, and electrical/electronic production activities than the non-engineering-related career group. In addition, in the fields of handicraft/art, home baking, installing, and horticultural agriculture, there was no difference in the intention of participate in the engineering-related career group and the non-engineering-related career group. It was found that the engineering-related career group believed that there was a strong relationship between the maker education community activity, career exploration and future career choice, while the non-engineering-related career group believed that the relationship is less strong. It was also found that the engineering-related career group was participating more actively in the maker activity than the other group.
Keywords
Engineering education; Engineering high school student; Comparative Study; Maker movement;
Citations & Related Records
Times Cited By KSCI : 14  (Citation Analysis)
연도 인용수 순위
1 강인애.김홍순(2017). 메이커 교육(Maker education) 을 통한 메이커 정신(Maker mindset) 의 가치 탐색. 한국콘텐츠학회논문지, 17(10), 250-267.   DOI
2 강인애.김양수.윤혜진(2017). 메이커교육을 통한 기업가정신 함양: 대학교 사례연구. 한국융합학회논문지, 8(7), 253-264.   DOI
3 권우정.백윤철.권지은(2019). 국내 메이커 운동의 가치 및 발전 방향 분석. 기초조형학연구, 20(1), 36-49.
4 권혁인.김주호(2019). 한국형 메이커스페이스 활성화를 위한 운영요소 분석 연구. 벤처창업연구, 14(2), 105-118.   DOI
5 김근재.임철일(2019). 초등학교에서의 피지컬 컴퓨팅 도구를 활용한 메이커 교육 수업 모형 개발 연구. 교육공학연구, 35(3), 687-728.
6 박영숙(2015). 메이커의 시대, 서울: 한국경제신문.
7 박한구 외(2017). 4차 산업혁명, 새로운 제조업의 시대 스마트공장, 이렇게 구축하라!, 경기: 호이테북스.
8 변문경(2018). 캡스톤 디자인 수업에서 학생들의 주제결정 패턴 탐색. 공학교육연구, 21(1), 14-26.
9 변문경.최인수(2018). 4차 산업혁명 시대 한국형 메이커 교육의 방향성 탐색. 공학교육연구, 21(2), 39-50.
10 오영옥.김혜진(2019). 창의학습공간 (L-Commons) 모델을 적용한 공공도서관 메이커스페이스 공간조성에 관한 연구. 한국도서관.정보학회지, 50(3), 293-315.
11 윤성혜.장지은.김세영(2017). 청소년 기업가정신 함양을 위한 메이커교육 프로그램 모형 개발. 교육공학연구, 33(4), 839-867.
12 윤혜진.강인애.강은성(2019). 메이커교육 아웃리치 프로그램 사례: 메이커 정신 함양을 중심으로. 교육공학연구, 35(2), 365-393.
13 이승철.전용주.김태영(2017). 메이커 운동의 해외사례분석을 통한 국내 메이커 교육 도입 방향 제안. 한국컴퓨터교육학회 학술발표대회논문집, 21(1), 41-43.
14 이지선(2017). 메이커 교육에 디자인 사고 적용 연구. 한국디자인포럼, 54, 225-234.
15 장윤금.김세훈.전경선(2019). 공공도서관 메이커스페이스 운영현황 조사 연구. 한국문헌정보학회지, 53(3), 161-183.   DOI
16 한국과학창의재단(2017. 11. 1). 메이크올, 서울: 한국과학창의재단.
17 Bonferroni, C. E.(1939). Teoria statistica delle classi e calcolo delle probabilita. Pubblicazioni del R Istituto Superiore di Scienze Economiche e Commerciali di Firenze, 8, 3-62,
18 Dougherty, D.(2012). The maker movement. Innovations: Technology, Governance, Globalization, 7(3), 11-14.   DOI
19 Finn, J. D. & Zimmer, K. S.(2012). Student engagement: What is it? Why does it matter?. In Handbook of research on student engagement (pp. 97-131). Springer, Boston, MA.
20 Halverson, E. R. & Sheridan, K.(2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.   DOI
21 Hatch, M.(2013). The maker movement manifesto: rules for innovation in the new world of crafters, hackers, and tinkerers. New York: McGraw Hill.
22 Jorgenson, D. W. & Vu, K. M.(2016). The ICT revolution, world economic growth, and policy issues. Telecommunications Policy, 40(5), 383-397.   DOI
23 Kim, H. et al.(2012). Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea. Australasian Journal of Educational Technology, 28(6), 965-982.
24 Lindberg, L., Fields, D. & Kafai, Y.(2020). STEAM Maker Education: Conceal/Reveal of Personal, Artistic and Computational Dimensions in High School Student Projects. In Frontiers in Education (Vol. 5, p. 51). Frontiers.   DOI
25 Harari, Y. N.(2014). Sapiens: A brief history of humankind. New York: Penguin Random House.
26 Peppler, K. & Bender, S.(2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), 22-27.   DOI
27 Runco, M. A.(2017). Creative Interpretations of Educational Contradictions. In Creative Contradictions in Education (pp. 75-87). New York: Springer International Publishing.
28 Sousa, D. A. & Pilecki, T.(2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. New York : Corwin Press.