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A Development of Recommendations to Promote Maker Education at the Korean Primary & Secondary School Level in Korea through Analysis of Global Maker Education Best Practices

해외 메이커교육 우수 사례 분석을 통한 국내 초·중등 메이커교육 활성화를 위한 방안 도출

  • Cha, Hyun-jin (School of General Education, Dankook University) ;
  • Park, Taejung (Education Advancement Center, Hankuk University of Foreign Studies)
  • 차현진 (단국대학교 교양교육대학) ;
  • 박태정 (한국외국어대학교 교육선진화센터)
  • Received : 2018.08.31
  • Accepted : 2018.11.20
  • Published : 2018.11.28

Abstract

In global advanced countries, various efforts about maker education with maker-space into the formal education has been made. However, in Korea, the physical infrastructure and instructional supports for the maker education in connection with K-12 curriculum are insufficient. Therefore, this study aims to suggest how to promote maker education in domestic K-12 education field by examining best practices of maker education in the globe. To achieve the objective, 7 best practices, which consist of 3 cases led by a government-driven policy, 2 cases initiated by world-class universities, and 2 cases made by international schools, are examined and analyzed. As a result, the recommendations to integrate and promote maker education into the K-12 school level in Korea in terms of 3 different perspectives, the policies which government should consider, the efforts and considerations the institutions should be made, and the roles teachers and instructors play were drawn.

Keywords

$21^{st}$ Century Competence;MakerSpace;Maker Education;Policy of Maker Education;Case Aanlysis

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Fig. 1. A teaching and learning example on makereducation with 3D printing(https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf)

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Fig 2. Somerset Library program(https://librariestaskforce.blog.gov.uk/2016/11/25/glassbox-enterprise-and-innovation-in-somerset-libraries)

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Fig. 3. FUSE Program_Pricing Package policy(https://www.fusestudio.net/get-started-fuse)

Table 1. Classification of activities in Maker Space according to technology level[18]

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Table 2. Framework for Maker teaching and learning[23]

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Table 3. Comparative analysis of Maker teaching and learning models

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Table 4. Case studies about 3D-printing maker education projects in the U.K.

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Table 5. Library with Makerspace (https://www.gov.uk/government/publications/libraries-and-makerspaces/libraries-and-makerspaces)

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Table 6. An example of maker education teaching scenario in Marymount International school

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Table 7. PoP Toolkit: Playful Learning Idea Generator(https://www.isbillund.com/en-gb/pedagogy-of-play/invisible-pages-toolbox/1playfulideagen)

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Acknowledgement

Supported by : National Research Foundation of Korea

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