메이커 활동(Maker Activity)의 초등학교 수업적용 가능성 및 교육적 가치 탐색 = Exploring Educational Effects of Maker Activity in an Elementary School Class

국문 초록 (Abstract)

본 연구는 흔히 비형식교육환경에서 이루어지고 있는 ‘메이커 활동’을 초등학교 수업상황에 적용하고, 그 수업결과로서 메이커 활동이 지닌 교육적 가치를 확인하는데 목적이 있다. 이를 위해 메이커 활동에서 중요한 요소 중 하나인 ‘메이커 스페이
스’ 대신에 ‘메이커 박스’를 활용하였고, 다양한 메이커 교육 모형 중 TMSI 모형을기반으로 한 메이커 교육 프로그램을 개발하여 초등학교 4학년 학생 28명을 대상으로 8주(20차시)에 걸쳐 적용하였다. 수업결과 분석을 위해 매 차시가 끝난 뒤 학생들
이 작성한 성찰일지 및 면담자료를 수집ㆍ분석하였다.
본 수업결과로서, 메이커 교육은 개인적 차원(자발적 참여, 재료에 대한 이해 및도구 활용 능력의 신장, 결과물 창출을 위한 지속적 도전 및 문제해결능력의 함양)과사회적 차원(활동과정 및 결과에 대한 공유 및 나눔, 결과물을 매개로 한 활발한 소
통)에서 교육적 의미와 가치를 지니고 있음을 확인할 수 있었다.

다국어 초록 (Multilingual Abstract)

The maker movement has currently has gained particular attention and interests among people over the past decade. Maker activities engaged in the creative production in people’s daily lives, and sharing process and products with others, therefore, have been actively and widely practiced as a new approach for education in the name of
‘Maker education’.
In this context, this study aimed, first, to develop a maker education program in elementary school classroom and second, to analyze its educational effects. For this purpose, the maker education program was developed by TMSI model, utilizing ‘maker box’, in place of ‘makerspace’ as a key part of the maker education. The program, then,
was applied to 28 4th graders during 8 weeks (20 hours). Data collected from the students’ reflective journals and interviews were analyzed for the results of the class.
The results of the program showed educational effects categorized into two: Individual aspects (autonomous participation, increased abilities for understanding materials and use of tools, persistent challenges for problem-solving and final results) and social aspects (sharing, openness, and active interaction for process and result).

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론
• 참고문헌

참고문헌 (Reference)

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