• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.54-63
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• 2019

The purpose of this study was to investigate the effect of small group discussion and debate emphasizing maker class on elementary school students's science learning motivation and scientific attitude. The conclusion of the study is as follows. First, it was shown that the small group discussion and debate emphasizing maker class had a statistically significant effect on elementary school students's science learning motivation. This is due to the fact that the small group discussion and debate emphasizing maker class stimulates students' interaction, which is why students are more interested in class while solving problems with their peers. Second, it was found that the small group discussion and debate emphasizing maker class had a statistically significant effect on the elementary school students' scientific attitude. This allows students to have enough opportunity to express their opinions through small group discussions and debate, and I think that because they listen to others' opinions when they make new things or make new plans, so they have been able to increase their scientific attitude continuously. Third, based on the analysis of the participant students' opinions on the small group discussion and debate emphasizing maker class, all the participants answered that they were interested in this kind of class and they want to participate in this kind of maker class again. Therefore, it is thought that the small group discussion and debate emphasizing maker class can play a big role in raising the elementary school students's science learning motivation and scientific attitude.

• 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.

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

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.363-373
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• 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 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.1
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• pp.73-84
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• 2019

Maker movement is emerging as one of the key areas of the fourth industrial revolution in recent years. The maker movement is to create and share what users need using a variety of inexpensive production tools such as open source software and hardware, 3D printers and laser cutters. We think that the effect would be enhanced if design thinking is applied to elementary and middle school (K-12) class. The purpose of this study is to develop a design thinking-based maker education program and to apply it to classroom for clarify the effect on the creative problem solving ability of elementary school students. In order to verify the purpose of the research, students in the 5th-6th grades of elementary school were divided into a controlled group and an experimental group. The general lecture maker class was applied in the controlled group, and our developed design thinking-based maker class was simultaneously applied in the experimental group. The creative problem solving ability test was conducted before and after the test, and its effectiveness was verified using statistical t-test. In conclusion, this study suggests that design thinking-based maker education program has a positive effect on elementary school students' creative problem solving ability.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.571-578
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• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.529-542
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• 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 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 Convergence for Information Technology
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• v.10 no.10
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• pp.183-195
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• 2020

In this study, the objective of this study is to verify the effects between lecturer's capability, education program, education service, and physical educational environment factors, and university students' interest in and attitude toward mathematics. A survey was conducted on 228 male and female students in science and engineering majors attending universities in the Pusan metropolitan area, and empirical analysis was conducted using the SPSS 26.0 program. The research results are as follows. First, among the characteristics of college mathematics maker classes, instructor competency (β=.349, t=6.380, p<.001), educational program (β=.361, t=5.650, p<.001), and physical educational environment (β=.196, t=3.281, p<.01) had a significant positive (+) effect on college students' interest in mathematics. Second, the factors of interest (β=.349, t=6.380, p<.001) in college mathematics maker classes were found to have a significant positive (+) effect on college students' attitudes toward mathematics. Third, among the characteristics of college mathematics maker classes, instructor competency (β=.340, t=6.365, p<.001), educational program (β=.352, t=5.559, p<.001), physical educational environment (β=.226, t=3.537, p<.01) was found to have a significant positive (+) effect on college students' attitudes toward mathematics. Through the results of this study, it was concluded that when the level of education program and teaching ability of the university mathematics maker class are high and the physical educational environment is excellent, it can have a positive effect not only on the university student's attitude towards mathematics but ultimately on the attitude of mathematics.