Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

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
Download PDF
⟨ Previous Next ⟩

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.

해외 선도 국가에서는 21세기 미래학교 교실로 평가되고 있는 메이커 스페이스를 활용하여 초 중등 정규 교육과정에 메이커 교육을 연계하고자 다양한 노력들이 진행되고 있다. 하지만, 국내에서는 초 중등 교육과정과 연계한 메이커 교육을 시행하기에 아직 물리 환경적으로, 교수 학습 관점에서의 지원 방안이 미흡한 실정이다. 따라서 본 연구에서는 선진 해외 메이커 교육 사례를 살펴봄으로써 국내 K-12 교육 현장에서 메이커 교육을 어떻게 하면 활성화 시킬 수 있는지에 대한 시사점을 모색하고자 하였다. 해외 우수 사례는 정부주도의 메이커 교육 사례 3개, 거점 대학 중심의 메이커 교육 사례 2개, 국제학교 중심의 메이커 교육 사례 2개로 총 7개의 사례가 분석되었다. 연구 결과로는 정부 차원에서는 고려해야 할 활성화 정책, 교육 기관 차원에서 실행해야 하는 노력들, 교사들이 교육 현장에서 메이커 교육을 위해 수행해야 하는 역할 등에 대한 시사점을 도출하였다.

Keywords

DJTJBT_2018_v16n11_97_f0001.png 이미지

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)

DJTJBT_2018_v16n11_97_f0002.png 이미지

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

DJTJBT_2018_v16n11_97_f0003.png 이미지

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]

DJTJBT_2018_v16n11_97_t0001.png 이미지

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

DJTJBT_2018_v16n11_97_t0002.png 이미지

Table 3. Comparative analysis of Maker teaching and learning models

DJTJBT_2018_v16n11_97_t0003.png 이미지

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

DJTJBT_2018_v16n11_97_t0004.png 이미지

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

DJTJBT_2018_v16n11_97_t0005.png 이미지

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

DJTJBT_2018_v16n11_97_t0006.png 이미지

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

DJTJBT_2018_v16n11_97_t0007.png 이미지

References

  1. A. R. Jung & D. H. Kim. (2016). A Study on the Children"s Library Interior Spaces Using Maker Space - Focusing on the case of Imagine Infinite Room -. 2016 KIID Conference Proceedings, 170-174.
  2. I. A. Kang & S. K. Choi. (2017). Maker Mindsets Experienced Through the Maker Activity in Library: Focusing on Social Relationships among Makers. Journal of Learner-Centered Curriculum and Instruction, 17(19), 407-430.
  3. H. J. Soh, J. H. Lee & B. K. Kye. (2017). An Exploratory Study about the Activity Framework for 3D Printing in Education and Implementation. Journal of The Korean Association of information Education, 22(2), 263-274.
  4. H. K. Choi. (2017). The Discursive Topography in Maker Culture A Critical Discourse Analysis of 'Maker Movement'. Korean Journal of Communication & Information, 82, 73-103.
  5. D. G. Oblinger. (2005). Learners, learning, and technology: The EDUCAUSE learning initiative. EDUCAUSE review, 40(5), 66-75.
  6. I. A. Kang & M. K. Kim. (2017). Exploring Educational Effects of Maker Activity in an Elementary School Class. Journal of Learner-Centered Curriculum and Instruction, 17(14), 487-515. https://doi.org/10.22251/jlcci.2017.17.14.487
  7. K. Sheridan, E. R. Halverson, B. Litts, L. Brahms, L. Jacobs-Priebe & T. Owens. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505-531. https://doi.org/10.17763/haer.84.4.brr34733723j648u
  8. S. Y. Kim, Y. J. Jung & Y. S. Hwang. (2016) A Study on the Composition and Characteristic of Maker Space. 2016 KIID Conference Proceedings, 203-206.
  9. I. Y. Yoon. (2018). Movement for Future, Maker Movement. Convergence Weekly TIP(Technology, Industry Policy), 125, 1-8.
  10. M. Y. Jung, S. I. Kim & J. Kim. (2018). Development of Bicycle Lighting Device Maker Educational Materials based on Design Thinking for Secondary School Students. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(7), 235-244.
  11. R. H. Erica & M. S, Kimberly. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504. https://doi.org/10.17763/haer.84.4.34j1g68140382063
  12. Y. C. Hsu, S. Baldwin & Y. H. Ching (2017). Learning through making and maker education. TechTrends, 61(6), 589-594. DOI: 10.1007/s11528-017-0172-6
  13. S. L. Martine & G. S. Stager. (2013, June). Papert's prison fab lab: implications for the maker movement and education design. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 487-490). ACM.
  14. S. L. Martinez & G. S. Stager. (2013). Invent to learn: Making, tinkering, and engineering in the classroom (pp. 31-41). Torrance, CA: Constructing Modern Knowledge Press.
  15. D. Dougherty. (2012). The maker movement. Innovations: Technology, Governance, Globalization, 7(3), 11-14. https://doi.org/10.1162/INOV_a_00135
  16. L. Bowler. (2014). Creativity through" maker" experiences and design thinking in the education of librarians. Knowledge Quest, 42(5), 58.
  17. S. A. Becker, M. Cummins, A. Davis, A. Freeman, C. G. Hall & V. Ananthanarayanan. (2017). NMC horizon report: 2017 higher education edition (pp. 1-60). The New Media Consortium.
  18. J. Lofton. (2017). Students are makers! Building information literacy skills through makerspace programs. CLSA Journal, 16, 18-20.
  19. EDUCAUSE Learning Initiative. (2013). 7 Things you should know about, from http://adel.al/wp-content/uploads/2017/04/Makerspace-f or-Student.pdf
  20. W. J. Song & H. J. Ahn. (2012). Fab Lab: Innovative space for users and civil society. Issues & Policy, 62, 1-12.
  21. I. J. Ahn & Y. H. Noh. (2017). A Study on the Concepts and Programs of 'Makerspaces' at Public Libraries. Journal of the Korean Library and Information Science Society, 28(4), 415-436.
  22. S. C. Lee, Y. J. Jeon & T. Y. Kim. (2017). Analysis of The Oversea's Cases of Maker Movement and Suggestion of The Introduction of Domestic Maker. Conference Proceedings of The Korean Association of Computer Education.
  23. E. P. Clapp, J. Ross, J. O. Ryan & S. Tishman. (2016). Maker-centered learning: Empowering young people to shape their worlds. John Wiley & Sons.
  24. D. V. Loertscher, L. Preddy & B. Derry. (2013). Makerspaces in the school library learning commons and the uTEC maker model. Teacher Librarian, 41(2), 48.
  25. P. Blikstein, S. L. Martinez & H. A. Pang(Eds.). (2016). Meaningful Making: Projects and Inspirations for Fab Labs+ Makerspaces. Constructing Modern Knowledge Press.
  26. Y. H. Noh, J. A. Kang & E. J. Jung. (2015). A Qualitative Evaluation Research on the Relationship Between Creative Thinking and an Infinite Creative Space Program. Journal of Korean Library and Information Science Society, 46(2), 71-111. https://doi.org/10.16981/kliss.46.201506.71
  27. Y. J. Woo & J. H. Lee. (2018). Development and Application of Design Thinking-Based Maker Education Program. Journal of Creative Information Culture, 4(1), 35-43. https://doi.org/10.32823/jcic.4.1.201804.35
  28. R. Curry. (2017). Makerspaces: a beneficial new service for academic libraries?. Library review, 66(4/5), 201-212. https://doi.org/10.1108/LR-09-2016-0081
  29. H. Zaugg & M. C. Warr. (2018). Integrating a creativity, innovation, and design studio within an academic library. Library Management, 39(3/4), 172-187. https://doi.org/10.1108/LM-09-2017-0091
  30. H. MoorefieId-Lang. (2014). 3-D printing in your libraries and classrooms. Knowledge Quest, 43(1), 70-72.
  31. Y. K. Chang. (2018). Aligning Academic Library Makerspaces with Digital Literacy Education Spaces. Journal of the Korean Library and Information Science Society, 52(1), 425-446.
  32. K. Koh & J. Abbas. (2015). Competencies for information professionals in learning labs and makerspaces. Journal of Education for Library and Information Science, 56(2), 114-129.
  33. Y. K. Bae & S. K. Shin. (2017). The study on analysis of the implications for the software education through case studies of applications in the world of computational thinking. Journal of the Korean Association of information education, 8(2), 143-155.
  34. Department for Culture Media and Sport(DCMS), UK. (2017). Guidance: Libraries and makerspaces. https://www.gov.uk/government/publications/libraries-and-makerspaces/libraries-and-makerspaces
  35. J. W. Jung. (2017). Domestic and Foreign Status and Application Methods of Maker Education and Maker Space. KERIS Issue Report PM 2017-7.
  36. Department for Education (DfE), UK. (2013). 3D Printers in schools: uses in the Curriculum: Enriching the teaching of STEM and design subjects, Reference No. DFE_002190-2013, Crown Copyright.
  37. E. Eriksson, C. Heath, W. Barendregt, O. Torgersson, P. Ljungstrand, N. Swinkels & E. Einebrant. (2016). Makerspace in school: experiences from a large-scale national testbed, A proceeding of FabLearn Europe, 19-20th June, UK: Preston.
  38. NIE/NTU. (2016). OER Knowledge bites: OER Symposium: Education for Innovation, National Institute of Education, Nanyang Technology University.
  39. NIE News. (2016). Featured in Today-Makerspaces allow students to get messy and creative. https://www.nie.edu.sg/news-detail/featured-intoday-makerspaces-allow-students-to-get-messy-and-creative
  40. K. Ng. (2018). Makerspaces allow students to get messy and creative, TODAY. https://www.todayonline.com/singapore/makerspaces-all ow-students-get-messy-and-creative
  41. L. Chia. (2018). All primary schools to set up applied learning programmes by 2023: Ng Chee Meng, Channel NewsAsia. https://www.channelnewsasia.com/news/singapore/all-p rimary-schools-to-set-up-applied-learning-programmes-by-10014282
  42. S. Chang, A. Keune, K. Peppler & L. Regalla. (2015). Open portfolios maker education initiative. Research Brief Series.
  43. A. Strawhacker, L. Tontsch & M. Baker. (2017). A kindergarten creator space: building a space for 3- to 7-year-old makers, International School of Billund.
  44. Department for Culture Media and Sport. (2017). Digital skills and inclusion : giving everyone access to the digital skills they need. https://www.gov.uk/government/publications/uk-digital-strategy/2-digital-skills-and-inclusion-giving-everyone-access-to-the-digital-skills-they-need#contents
  45. S. Y. Choen, S. H. Jung, J. H. Jung, K. M. Lee, & Y. C. Lim. (2012). Development study of smart class models for STEAM, Korea foundations for the advancement of science and creativity, 012-13.
  46. C. H, Ryu & G. S. Cho. (2017). The effect of 3D Printing and physical education central STEAM program on the subject interest and creative attitude of middle school students, Journal of Digital Convergence, 15(1), 547-557. http://www.earticle.net.libproxy.snu.ac.kr/article.aspx?sn=292900 https://doi.org/10.14400/JDC.2017.15.1.547
  47. H. K. Kim & S. H. Jun. (2011). An Analysis of the Structural Relationship among Teacher's Professional Development, Commitment, Knowledge Sharing and Teaching Effectiveness. The Korean Journal of Human Resource Development, 13(2), 67-86. DOI: 10.18211/kjhrdq.2011.13.2.004
  48. M. M. Chan & P. Blikstein. (2018). Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories, Interdisciplinary Journal of Problem-Based Learning, 12(2), 7. DOI: 10.7771/1541-5015.1746
  49. R. Huang & X. Liu. (2018). Cultivating Creativity by Scaling up Maker Education in K-12 Schools. In T. Chang, R. Huang & Kinshuk (Eds.), Authentic Learning Through Advances in Technologies (pp. 29-41). Springer, Singapore.
  50. R. K. Sanders, T. J. Kopcha, K. L. Neumann, K. Brynteson & C. Bishop. (2018). Maker's Workshop: a Framework to Support Learning through Making, TechTrends, 1-11.
  51. Y. S. Lee. (2018). Analyzing the effect of software education applying problem-solving learning, Journal of Digital Convergence, 16(3), 95-100. DOI: 10.14400/JDC.2018.16.3.095