메이킹기반학습프로그램 개발및적용:갈릴레오탈진기 = Development and Implementation of Making-Based Learning Program : Galileo Escapement

다국어 초록 (Multilingual Abstract)

This study aims to develop a learning program based on making Galileo escapement and to analyze its educational effects in fostering convergent thinking and creative problem-solving skills required in the era of the Fourth Industrial Revolution. The study analyzed the operational mechanism of Galileo escapement designed in the 16th century, developed a model for making activities using core physics concepts, and established a 16-session learning program applying the TMI(Think, Make, Improve) instructional model. The program was implemented with eight students from a maker club, and their understanding of physics concepts, scientific attitudes, and physics self-efficacy were analyzed through pre-and post-surveys and in-depth interviews. The results of the program mplementation demonstrated that students achieved a deeper understanding of physics concepts by applying theoretical knowledge to actual mechanical devices. Regarding the question "How can one second be created?", learners empirically acquired the 'principle of isochronism,' where the oscillation period is determined solely by the length of the pendulum. To address "How can one second be maintained?", students explored the causes of energy loss and methods for energy replenishment, systematically understanding the structural and mechanical mechanisms required to sustain continuous motion. Furthermore, a positive change in scientific attitudes was observed, particularly in the areas of openness and criticality, suggesting that intellectual curiosity and logical review capabilities were internalized during the scientific inquiry process. A significant improvement in overall physics self-efficacy was also confirmed, indicating that the activities increased students’ confidence in their abilities and expectations for success in physics learning.In conclusion, the learning program based on making Galileo escapement proved effective in lowering the perceived difficulty of learning content and significantly strengthening self-confidence in problem-solving and learning abilities by connecting abstract physics concepts with practical experiences. To achieve substantial educational outcomes in maker educa
tion, the development of making-based programs linked with various subjects in the elementary and secondary curricula should be prioritized, accompanied by the cultivation of expert teachers capable of implementing them in the field. Additionally, it is necessary to expand the function of existing regional maker spaces into educational hubs to establish an environment where systematic, customized making-based learning programs tailored todifferent levels and themes can be effectively conducted.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구 필요성 및 목적 1
• 1.2 연구 문제 5
• 1.3 연구의 제한점 6
• 2. 이론적 배경 7
• 2.1 갈릴레오 탈진기 7
• 2.1.1 과학사에서 탈진기 원리 7
• 2.1.2 시계 기술과 물리학의 연관성 11
• 2.1.3 갈릴레오 탈진기의 물리 개념 13
• 2.2 메이커 교육 16
• 2.2.1 메이커 교육의 개념과 이론적 기반 16
• 2.2.2 메이커 교육의 설계 및 운영 원리 19
• 2.2.3 메이커 교육과 과학 교육 24
• 2.2.4 메이킹 기반 수업 모형 26
• 2.3 선행 연구 분석 42
• 3. 연구 방법 47
• 3.1 연구 참여자 48
• 3.1.1 연구 참여자 선정 48
• 3.1.2 연구 윤리 49
• 3.2 갈릴레오 탈진기 메이킹 기반 학습 프로그램 설계 50
• 3.3 자료 수집 52
• 3.4 자료 분석 55
• 3.4.1 평가 기준 설계 55
• 3.4.2 자료 분석 방법 57
• 3.5 연구 신뢰성 제고 58
• 4. 연구 결과 60
• 4.1 메이킹 학습용 갈릴레오 탈진기 모형 개발 60
• 4.1.1 메이킹 학습용 갈릴레오 탈진기 모형 개발 절차 60
• 4.1.2 메이킹 학습용 갈릴레오 탈진기 모형 구성 63
• 4.1.3 갈릴레오 탈진기 모형의 역학적 분석 65
• 4.2 메이킹 기반 학습 프로그램 개발 83
• 4.2.1 메이킹 기반 학습 프로그램 개발 절차 83
• 4.2.2 메이킹 기반 학습 프로그램 구성 88
• 4.3 메이킹 기반 학습 프로그램 적용 93
• 4.3.1 물리 개념 변화 93
• 4.3.2 과학적 태도 변화 111
• 4.3.3 물리 효능감 변화 120
• 5. 결론 및 제언 125
• 5.1 결론 125
• 5.2 제언 127
• 참고문헌 130
• 부록 137