메이커교육에서 TBMSI 모형의 가능성 탐색

Abstract

Objectives The purpose of this study is to explore possibility of TBMSI model that can be implemented in secondary school maker education.
 Methods For doing this, this study examined concepts and models, supplemented limitations, and proposed TBMSI(Tinkering-Becoming-Making-Sharing-Improving) model. This study developed education programs based on TBMSI, corrected, improved them through expert reviews, and applied them to 25 high school students in Seoul city for a total of sixteen rounds in the 2021 Semester 1. In addition, this study collected and analyzed reflective journals, in-depth interviews, observation journals, online posting materials, and class activity shooting.
 Results Through this, this study could identify the very positive learning effects in individual aspects (empathic attitudes, spontaneity on learning, creative problem-solving, productive failure, various materials, and utilization of tools) and social aspects (cooperation through communication, connection with other fields). This study identified that TBMSI model could perform roles of practical maker education reflecting spirit of maker movement in formal education.
 Conclusions In a maker space considered as a creation community and physical space, maker education creates visible outcomes as students are learning information, knowledges, and technologies necessary for themselves in order to solve individual or social problems that students taking initiatives in learning face in their life. It is significant that this study develops the maker education model that can be utilized in real formal education by reflecting, suggesting, and experimenting characteristics of maker education, learners' needs, and teachers' experiences.