• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.250-267
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• 2017

Maker activity, mainly practiced in informal or non-formal education environments activities, was expanded to the form of maker education' due to its various educational values and effects. Yet, one of the difficulties in practicing the maker education in school education is the lack of makerspace as a space for the maker activities. In this context, this study aimed to examine the process of how the students make the makerspace in their school and to define its educational effects defined as 'maker spirits.' For this purpose, this study developed a maker education program for 22 $10^{th}$ graders in an high school for 8 weeks who had participated in the project of 'Making Makerspace'. The results of the program were analyzed through data collected from reflective journals, interview, and observation journals. In conclusion, this study presented a practical and helpful way to make 'Makerspace' in school and at the same time, confirmed Maker education as constructivist learning environments re-encountered in the $21^{st}$ and as an alternative learning approach suitable for the $4^{th}$ Industrial Revolution Age.

• Korean journal of communication and information
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• v.82
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• pp.73-103
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• 2017

With the introduction and expansion of 'maker movement', maker culture captured attention and saw itself as an emerging culture. This study aims to analyze published books, policy report, columns and news articles related to maker culture through the perspective of critical discourse analysis. Maker movement led by the government gives meaning to the maker culture as the force of 'creative economy' that can overcome the economic crisis. Following this meaning making, one-man digital fabrication start-ups have been actively promoted by government policies. In the case of Seoul, it criticizes government led maker movement that only focuses on economy and institutionalizes maker movement by focusing on the maker culture's aspect as 'digital social innovation' that can resolve social problems. In the world of art, it tries to rediscover the value craft, that is, 'creative craftsman'. Moreover, resistance movement that tries to fight against dominant technology structure through constructing 'critical making' was also spotted. Nonetheless, it is rather untimely to definitely find dominant discourse's power effect in reality and sign of rupture in dominant structure as the result of resisting discourse's struggle. Thus, maker movement is the field of struggle where an ongoing clash can be found: between discourse strategy that tries to make maker culture a social or economic asset by combining with dominant power structure, and alternating or resisting practice of signification that focuses on its cultural techno-political potential.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.295-309
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• 2021

Maker education has recently been actively practiced under strong governmental support as a nation-wide policy for innovative education, which now had to confront the unexpected challenge and crisis of 'contactless educational environments' due to COVID-19 pandemic. In this context, this study aimed to develop a checklist needed for developing 'contactless maker education program' which still continues to maintain 'maker mindsets' as the goal and direction of maker education, since maker education has been regarded as an alternative educational environment suitable for the 4th industrial revolution age. For this purpose, this study first conducted literature review related to maker education and contactless (i.e. online) education environments, from which several characteristics of the contactless maker education have been extracted. And then, 5 maker education instructors currently conducting the contactless maker education programs in various settings provided feedback on the developed checklist draft, which actually became the final version of the checklist. Considering the current COVID-19 pandemic situation, the checklist for the contactless Maker education might be helpful in preventing to diminish or reduce the educational values and active application of maker education.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.97-113
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• 2018

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.

• Journal of the Korea Society of Computer and Information
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• v.24 no.9
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• pp.161-169
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• 2019

In this paper, we presented directions of future research based on the result of the systematic review about the effect of maker education. Selected paper were 32, and we analyzed papers in terms of research status, research design, participants, areas, learning style, and educational effect. As a result, the study on the effectiveness of the maker education started from 2016 and has been continuously increasing. Concerning participants, many studies focused on middle school students, upper grade elementary school students, and high school students. In the field of research area, maker education was applied most frequently to convergence education. Maker education has been the most studied in formal education, and problem solving ability and attitude were most verified as educational effects.

• Journal of Science and Technology Studies
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• v.18 no.2
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• pp.95-133
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• 2018

Since the beginning of the millennium, 'Maker Movement' has been active throughout the world. Today, there is a maker fair every year in major cities of the world including Seoul, and the number of attendees is increasing day by day, so it can be seen as a kind of maker 'phenomenon'. The positive implication of the maker's movement is that it attempts to break down the monopoly of manufacturing and to restore the rights and capabilities of citizens as makers. Today, highly developed industrial capitalism has a tendency to structurally paralyse citizens, to tie their hands and feet, and to degenerate into consuming entities only. Therefore, it can be said that the maker movement has structural tensions in the relationship of neoliberal manufacturing culture. This study is an attempt to actively interpret the maker movement in terms of "critical making". The maker movement can trace its origins to "counterculture" and "new communalism" that emerged in the United States in the 1960s and 1970s. On the other hand, there is criticism that the maker movement can fall into another technology utopianism and function as an area of consumer society, and mobilize it in the direction of activating consumerism. Although the maker's movement is amorphous due to its characteristics and it is currently in progress, it is difficult to make crude definition yet. However, as the citizens who have been defined only as consumers of science and technology, are newly emerging as producers of makers, there have been great changes in the topography of science and technology and civil society. So the scientific implication of the maker movement is great in that it shows the possibility of causing it.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.12-19
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• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.149-157
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• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.707-722
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• 2021

The need for Maker Education has received attention as an educational environment for cultivating the active and creative ability that can solve new problems in this era, and it is applied in various educational fields. Many of them use Design Thinking as a stage of maker activities. However, the educational value of each concept has not been magnified, since maker programs are designed by simply borrowing steps without considering the similar but different features of them. Therefore, this study developed a model of Maker Education utilizing Design Thinking based on complementary relationships. To this end, formative research methodology was conducted by the following procedures, developing a draft, conducting a formative evaluation, and completing the final model. As a result, the stages of Maker Education were visualized and detailed activities and instructing strategies in each step by reflecting the features of Maker Education, the autonomy of the learner and producing visible outputs using various tools and materials, and Design Thinking, the specific process of solving problems and enabling social participation.

• Journal of the Society of Naval Architects of Korea
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• v.58 no.6
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• pp.339-347
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• 2021

Piston type wave makers or flap type wave makers are usually adopted as a wave maker which disturbing the fluid domain with sinusoidal motion. Recently hybrid wave maker which could be operated as not only piston type and/or flap type but also swing type wave maker have been devised by utilizing the link mechanism. The wave board of hybrid wave maker has been devised to be independently controlled by the horizontal actuators on upper and lower end of the wave board. The wave board could operate as a flap type wave board when the lower hinge is in a stationary condition and the upper hinge is operated with sinusoidal motion. On the contrary, the swing type wave board could be obtained by the lower hinge is activated and the upper hinge is in a stationary condition. When both end of the wave board is activated in a synchronized condition, the wave board motion become piston motion. In addition the hybrid wave maker could enhance the piston motion with flap motion or swing motion by selecting control parameters. Various wave board motion of hybrid wave maker and relevant wave form have measured on the wave board and departed location. It is appeared that the novel hybrid wave maker could be utilized for the improvement of wave qualities in experiments.