• Journal of The Korean Association of Information Education
• /
• v.23 no.6
• /
• pp.529-542
• /
• 2019

Adverting of the 4th Industrial Revolution, maker education is emerged as a new paradigm and related studies keep increasing, As ideal human resources model has been changed. For this study, 65 theses on maker education were reviewed. The study has mainly analyzed the key factors for applying maker education in school. Though this study, it hopes to propose how further maker education studies should be developed. From the theses, 1.4 percent of the maker education program is actually usable in regular school class. For utilizing this education, it requires prior training and needs computer facilities. Most programs were designed as fusion form in more than two subject and included cooperative activities and sharing time. Further studies should be conducted on the application of education programs of within regular classes of school, recommended tools based on the school levels and prior training for tools, established the Makerspace in schools, shared student's output, evaluated students, and teacher training.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.432-442
• /
• 2022

This study aims to apply a maker education program in an online class for a unit in elementary science entitled "Life of a Plant." Furthermore, it aims to investigate the effect of the program on the interest of students in science and creative problem-solving. The theme of the proposed maker education program is "Making a fairy tale audio book with the theme: the life cycle of a plant." The program consists of activities intended to produce creative audiobooks using concepts learned from the TMI maker education model stage. The result points to the positive effect of maker education on the interest of elementary school students in science and creative problem-solving. Therefore, applying the maker education program to online classes for elementary science is effective in improving the interest of students. In addition, further research is required to effectively apply the maker education program to online classes in science.

• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.111-114
• /
• 2018

4차 산업혁명의 특징 중 하나는 생산과 소비의 결합이다. 이제는 소비자가 직접 구매할 물건의 생산에 관여하고, 직접 필요한 물건을 생산한다. 이는 다양한 제작도구들이 보편화되면서 가능해졌다. 이런 흐름으로 세계적으로 메이커 운동, 메이커 교육이 주목받고 있다. 메이커들은 실생활의 문제를 해결하기 위해 창의적인 문제해결 방법을 활용하여 무언가를 만들고 공유한다. 이런 공유문화는 메이커들의 축제인 메이커 페어에서 쉽게 확인할 수 있다. 창의적인 메이커를 교육을 통해 길러내야 될 필요성을 공감하고 있으며, 메이커 교육을 학교 현장에 적용하기 위한 방법으로는 디자인 사고가 있다. 디자인 사고 프로세스는 실제 제품을 사용할 소비자에게 공감하여 이해한 뒤, 다양한 대안을 찾는 확산적 사고, 주어진 상황에서 최선의 방법을 찾는 수렴적 사고의 반복을 통해 결과물을 도출하는 창의적 문제해결 방법이다. 현재 온라인과 오프라인 상에서 다양한 메이커 교육이 이뤄지고 있다. 이를 학교에 도입하여 학생들을 가르치기 위해서는 교사의 역량이 중요하다. 아무리 좋은 교육이라도 교사들이 모른다면 학생들을 가르칠 수 없기 때문에 메이커 교육을 학교 현장에 투입하기 위해서는 메이커 교육을 위한 교사 연수 프로그램 개발이 필요하다. 따라서 본 연구에서는 디자인 사고 기반 메이커교육을 위한 초등교사 연수프로그램을 개발하고자 한다.

• Journal of The Korean Association of Information Education
• /
• v.23 no.2
• /
• pp.117-129
• /
• 2019

This research aims to explore the direction to promote maker-centered education and draw implications on the design and practice of teacher's professional development program by studying a case. To achieve the research objective, the research context was set on a teacher's training program provided by the S district office of education in Seoul, and the quantitative and qualitative studies were conducted to deduce the teacher's requirements for establishing and promoting maker-centered education after participating in the program as well as analyzing the effectiveness of the 5-days training program. From the results, this study contributes to suggesting implications on activating maker-centered education and providing the curriculum and instructional designs of teacher's professional development through the case participated by teachers who play a crucial role in performing and practicing innovative teaching methods and educational policy in real educational contexts.

• Journal of the Korean Society of Radiology
• /
• v.16 no.6
• /
• pp.807-813
• /
• 2022

In order to foster creative convergence talents in the era of the 4th industrial revolution, universities are changing from knowledge-oriented education to competency-oriented education, and the maker education program is attracting attention as a new educational method. Through maker program education, we tried to find out the level of convergence, creativity, caring, and communication competencies. A survey was conducted from May 2nd to May 13th, 2022 for 2nd and 3rd grade students in the Department of Radiology and Sports and Leisure who participated in the Maker Education Program at S University in Daegu City. Research results Convergence competency is 3.35 ± 0.78 points before maker program education, 4.37 ± 0.61 points after education, creative competency is 3.28 ± 0.78 points before maker program education, 4.07 ± 0.69 points after education, and caring competency is 3.71 ± 0.80 points before maker program education Points, 4.25 ± 0.64 points after training, and communication competency were 3.61 ± 0.70 points before maker program training and 4.16 ± 0.63 points after training. There was a statistically significant level difference in all four competencies compared with before training, and the level after training was improved (p<0.05). Through the operation of the maker education program, it was possible to see the effect of cultivating convergence, creativity, caring, and communication competencies. The maker education program can be seen as education for nurturing creative convergence talents in the era of the 4th industrial revolution, and I think that various maker education programs should be operated for more university students.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.4
• /
• pp.63-79
• /
• 2019

The purpose of this study was to suggest valuable maker education programs by implementing and evaluating a Home Economics(HE) maker education program developed based on the content of "Hanbok and Creative Clothing" for high school students. The results of this study are as follows. First, the HE maker education model for high school students was designed and developed. The HE maker education model was developed by integrating and modifying the TMSI model of the maker education model and Laster's HE practical action teaching model. The HE maker education model consisted of 4 steps: tinkering(T: 4-hour class), practical reasoning(P: 3-hour class), making together(M: 4-hour class), and sharing and spreading(S: 1-hour class) with a total of 12-hour lesson plans. The theme of the developed HE maker program is 'Practice and spread of creative traditional culture of life (Hanbok)'. Second, the results of online survey of 240 high school students who participated in this maker class showed that HE maker class had positive effects in the order of experiential(4.26), cognitive(4.22), emotional(4.18), social(4.18), and practical(4.10). It is expected that the findings of this study will contribute to diversifying the curriculum of Home Economics, thereby improving the quality of Home Economics Education.

• The Bulletin of The Korean Astronomical Society
• /
• v.46 no.2
• /
• pp.73.2-73.2
• /
• 2021

본 연구는 지능정보기술을 천문교육에 활용하여 어떻게 천문교육에 활용할 것인가에 대한 방안을 모색해보았다. 3D프린터, 레이저커팅기, 빅데이터, 인공지능, 드론 등 지능정보기술을 확보한 메이커스페이스 공간에서 이들 기술을 활용하여 천문교육 프로그램을 개발해보는 일은 4차산업혁명시대의 핵심역량을 함양하는데 크게 기여할 것으로 판단된다. 또한 2021년 8월에 중기부 사업으로 선정된 충북대 Pro 메이커스 센터를 중심으로 메이커스페이스 환경에서 다양한 천문교구 개발 및 개발된 천문교구를 활용한 프로그램이 개발되어 형식교육의 현장 뿐만 아니라 비형식 교육의 현장에 다양하게 적용될 계획이다. 이에 향후 메이커스페이스 환경에서 대중천문프로그램이 어떻게 발전될 것인가에 대한 견해 및 토론도 발표될 예정이다.

• 대한공업교육학회지
• /
• v.44 no.1
• /
• pp.162-189
• /
• 2019

The purpose of this study is to develop and apply a Design Thinking-based Maker education program utilizing Arduino for middle school students. The study progress was made in four stages of preparation, development, implementation and evaluation according to the PDIE model. In this study, experts were verified for validity and pre-applied to students to improve the maker education program developed based on literature review. Then, it was applied to middle school club classes to check the effects through analysis of quantitative and qualitative data. In addition, the development of the program was completed by supplementing the improvements found in the course. The results of this study are as follows. First, the topics of the maker education program that can be used in middle schools were selected in consideration of the analysis of the 2015 revised curriculum, methods to using the Arduino, and social interest. Second, the program developed based on the selected topic consists of 4 classes of maker basic learning and 16 classes of design thinking-based maker activities. Third, the developed maker education program had a significant effect in improving STEAM literacy of middle school students, but did not have any significant effect in the interest in technology and orientation towards an engineering career. Fourth, learners were interested in the activities of designing and freely making by themselves, and they positively evaluated the experience of realizing the physical computing with Arduino. In addition, they practiced the spirit of a maker, such as autonomously collecting data and sharing them with colleagues, etc. while acting as a maker.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.3
• /
• pp.363-373
• /
• 2023

This study investigated the effects of the maker education program science class applying the TMSI model on elementary school students' academic achievement in science and scientific attitudes. This study involved 40 sixth-grade students from an elementary school in a metropolitan city, classified into an experimental group and a comparison group. The experimental group participated in the maker education program class applying the TMSI Model, whereas the control group experienced a traditional teacher-centered class as outlined in the teachers' guidebook. The results of the study were as follows. First, the maker education program science class applying the TMSI model had a significant effect on improving students' academic achievement in science. Second, the maker education program science class applying the TMSI model had a significant effect on improving students' science-related attitudes. Based on these results, the implications for science education and future research directions related to the application of maker education to science were discussed.

• Journal of Korean Elementary Science Education
• /
• v.42 no.3
• /
• pp.399-408
• /
• 2023

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.