• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.605-616
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• 2020

The purpose of this study is to investigate the teacher's perception of maker education and to suggest the direction of teacher education curriculum for maker education in order to explore the possibility of applying maker education to early childhood education. To this end, a survey was conducted on the perception of maker education for preschool teachers. As a result of the data analysis, the perception of the concept, meaning, and educational environment of maker education were low, while the effectiveness, importance, value, continuous application and development of maker education were highly recognized and the necessity of maker teacher education and the educational environment was suggested. Based on the survey results, the teacher curriculum composition was classified into basic and advanced courses. The basic course included basic contents to understand maker education and maker space. The advanced course included information on how to use various tools, materials and digital media, how to conduct and evaluate maker education to apply maker education. The teacher curriculum composition for maker education can suggest basic directions for developing teacher education programs and strengthening the digital teaching competency of teachers in the future.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.291-298
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• 2019

This study discusses the core contents and implications of the design support policy of government in the creation of the designer-makers' business ecosystem through the analysis of 'Young man's Creative Work & Startup Support Project'. This case, which aims to cultivate a design brand based on maker technology and to create jobs for young people, suggests the role of government as a creative culture creator so that designer-makers are able to create creative activities in a more free and creative atmosphere. Furthermore, this study emphasizes the importance of efficient integration and reorganization of similar maker support policies implemented by each government department, the necessity of a roadmap for realizing this, and the support for quality improvement. As a result, the design support policy of government for the designer-makers' business activation should evolve into the qualitative development of intellectual property based on a mature shared culture and the discovery of a new production paradigm model of the manufacturing industry based on the open manufacturers beyond the economic and numerical goals of creating new jobs.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.117-137
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• 2019

The purpose of this study is to guide the design and operation of maker education programs in school library and to spread them by sharing the maker education program case. For this purpose, we explained the case of maker education of Daegu S high school library and analyzed its significance in terms of users in quantitative and qualitative way. In order to analyze the user's perception of the image and self-efficacy of capacity building of school library maker education, we compared it with the perception of existing school library education programs. In addition, we analyzed whether there is a statistically significant difference in the perception of the maker education according to the grade of the student and the experience of the maker education. The perception of school library maker education was not more positive than the existing school library education program. However, it is noteworthy that students who experienced school library maker education showed a positive image and high level of perception of the self-efficacy of capacity building in both existing school library education and manufacturing education compared to those who did not. These results suggest that school library maker education can improve the overall image of school library education and raise perception of the self-efficacy of capacity building. We hope that this study will contribute to activate school library maker education.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.63-79
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• 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 Journal of the Korea Contents Association
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• v.18 no.12
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• pp.468-488
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• 2018

The maker movement is a phenomenon of society and culture where people who make necessary things come together and share knowledge and experience through creativity. However, as the maker movement has grown rapidly over the past decade, there is still a lack of consensus for how far they will be viewed as a maker movement. We need to look at how the maker movement has changed so far in order to find the direction of development of the maker movement. This study analyzes the media articles using text-based big data analysis methodology to understand how the issue of the maker movement has changed in general media. In particular, we apply Keyword Network Analysis and DTM(Dynamic Topic Model) to analyze changes of interest according to time. The Keyword Network Analysis derives major keywords at the word level in order to analyze the evolution of the maker movement, and DTM helps to identify changes in interest in different areas of the maker movement at three levels: word, topic, and document. As a result, we identified major topics such as start-ups, makerspaces, and maker education, and the major keywords have changed from 3D printer and enterprise to education.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.585-596
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• 2020

The purpose of this study is to examine effects of maker education for high-school students on attitude toward software education, creative problem solving, and computational thinking. The program was designed to develop an artificial intelligence robot using mBlock and Arduino and implemented at a maker space. We analyzed 19 students among 20 who participated in the program, the result of paired t-test indicated significant increase in all variables. Also, we performed a multiple regression analysis to investigate predictors of perceived achievement and satisfaction. The finding demonstrated an initial attitude toward software education was found to be the significant predictor of perceived achievement and satisfaction. With the results, we confirmed maker education enhances attitude toward software education, creative problem solving, and computational thinking. Lastly, we discussed the implications and limitations and suggested the direction for future research.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.253-264
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• 2017

The advent of the $4^{th}$ industrial Revolution requires entrepreneurship to the student as one able to produce creative solutions of complex problems embedded in society with active engagement. Maker Education indicates a new educational approach in which students produce a tangible output as a concrete solution to their problems, experiencing spirits of productive failure, sharing and openness with others during the process due to its educational values and effects which are well-matched with entrepreneurship. This study, in this context, aimed to verify the effect of the maker education in the sense of cultivating entrepreneurship: For this purpose, this study conducted a case study of Maker Education to 56 university students during 7 weeks (14 hours) in K university. The results based upon data analysis collected from reflective journals and interviews showed attitude change of the students in terms of entrepreneurship characterized as self-directedness, risk-taking, and creativity. For more active practices of Maker Education in higher education, both instructors' role as the facilitator, and easily and freely accessible Maker Space should be considered.

• The Science & Technology
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• v.30 no.2 s.333
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• pp.67-71
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• 1997

세계 컴퓨터업계는 중대한 전환기를 맞고 있다. 미국의 콤패크, 게이트웨이, IBM, 마이크로소프트사를 비롯하여 네덜란드의 필립스사, 프랑스의 톰슨사 그리고 일본의 소니, 도시바, NEC, 히다치, 후지츠 등 세계의 유수한 컴퓨터와 가전메이커들은 요즘 전화와 텔레비전의 편의성과 맞먹는 수준의 쓸모있고 편리한 가정용 PC개발에 열을 올리고 있다. 1997년에는 앞으로 10년간 사이버 스페이스의 성격을 좌우할 수도 있는 네트워크 컴퓨터(NC)를 둘러싸고 인터넷의 선발주자 넷스케이프사와 소프트웨어의 '거인'인 마이크로소프트사간의 사활을 건 '일대 격전'이 전개된다.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.3
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• pp.7-25
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• 2017

The problem of library space has long been discussed in various aspects such as library relations, architecture, and space design. The purpose of this study is to examine the change of the concept of the complex space of the library according to the development of advanced technology and the social paradigm, and to present the direction of constructing the complex space of the future library by analyzing each case. All concepts such as mediatheque, information commons, larchiveum, and the maker space that is recently introduced into the library are important elements of the complex space presented as a problem of library construction and space. The future library reflects these concepts and serves as a mediator between information and users, users and users, users and media to support reading, information, learning, rest, community-oriented culture and creation, start-up and collaboration. It should be constructed as a multi-space platform to create new value through.