과학 개념에 기반한 메이커 교육 활동에 대한 사례 연구

Abstract

Objectives The purpose of this study is to apply maker education programs based on elementary science content and analyze characteristics.
 Methods For this study, a maker education program based on the science concept was developed and applied to 6th grade science club students. As a case study, this study collected and analyzed various data such as participation observation, class scene recording, interview and post-survey data. The interview format was a semi-structured interview using open-ended questions. When analyzing data, it was analyzed comprehensively by considering triangular verification.
 Results First, it was confirmed that ideas were developed as ideas were revised and expelled repeatedly in the ‘making-preparation’ stage, and the completeness of the output was improved through continuous correction and improvement through trial and error in the ‘making-producing’ stage. Second, the maker competency was found to be high in the order of the competency group of ‘performing making’ - ‘collaboration’ - ‘integrated thinking’, and the dialogue density was the highest in the ‘making-producing’ stage. Third, through the maker education program, students were able to experience “promoting understanding of scientific knowledge through their own experience,” “experience of interest and immersion through leading participation,” “cultivating a sense of accomplishment and challenge through sharing,” and “the importance of collaboration to maker activities.”
 Conclusions The maker program based on the science concept can be an effective science education method of ‘improving understanding of scientific knowledge by making your own’, ‘enhancing intrinsic motivation and participation’, and ‘promoting students’ creativity and convergence ability’.