관심기반수용모형(CBAM)에 의한 유아교사의 메이커교육 관심도와 실행수준 분석

Abstract

Objectives The purpose of this study is to analyze the level of use of maker education of early childhood teachers based on the Concerns-based adoption mode(CBAM), identify the relationship between the stage of concern and the level of use, and provide basic data for establishing and revitalizing maker education in early childhood education sites.
 Methods To this end, 373 copies were collected by distributing 400 questionnaires of the implementation level of maker education to 60 public and private kindergarten teachers in Seoul and Gyeonggi-do, and a total of 371 copies were analyzed, excluding two unfaithful responses. As for the analysis method, frequency analysis, t-test, one-way ANOVA, post-verification, and Pearson correlation analysis were performed using SPSS 26. The maker education research tool used a total of 36 questions in the SoC questionnaire developed by Hall, George, & Rutherford (1977) and the LoU questionnaire revised and supplemented by Lee-Kang (1993) based on the interest-based acceptance model (CBCM).
 Results As a result of the study, first, the overall level of use of early childhood teachers for maker education remained at the stage of not implementing (Nonuser), and Even within the stage of not executing, the first level search stage was the most common. Next, there were many zero-level non-use stages, so most of the implementation levels of infant teachers were low. Second, the difference in the level of use of infant teachers according to individual background variables showed statistically significant differences in age, position, final education, institutional type, teaching experience, and age in charge. Third, there was a statistically significant difference in the level of use of early childhood teachers according to their experience related to maker education. Fourth, there was a statistically significant positive correlation between the relationship between the maker education the stage of concern and the level of use of early childhood teachers.
 Conclusions Through this study, it was confirmed that in order for early childhood maker education to be successfully established in the early stages of introduction, the level of use and the stage of concern of early childhood teachers must be improved. Therefore, teacher education is needed to present the concept and effect of maker education and the connection between the Nuri curriculum for teachers at a low level of execution.