[논문]해외 메이커교육 우수 사례 분석을 통한 국내 초·중등 메이커교육 활성화를 위한 방안 도출

차현진; 박태정

doi:10.14400/jdc.2018.16.11.097

해외 메이커교육 우수 사례 분석을 통한 국내 초·중등 메이커교육 활성화를 위한 방안 도출
A Development of Recommendations to Promote Maker Education at the Korean Primary & Secondary School Level in Korea through Analysis of Global Maker Education Best Practices 원문보기

디지털융복합연구 = Journal of digital convergence, v.16 no.11, 2018년, pp.97 - 113

차현진 (단국대학교 교양교육대학) , 박태정 (한국외국어대학교 교육선진화센터)

초록
AI-Helper

해외 선도 국가에서는 21세기 미래학교 교실로 평가되고 있는 메이커 스페이스를 활용하여 초 중등 정규 교육과정에 메이커 교육을 연계하고자 다양한 노력들이 진행되고 있다. 하지만, 국내에서는 초 중등 교육과정과 연계한 메이커 교육을 시행하기에 아직 물리 환경적으로, 교수 학습 관점에서의 지원 방안이 미흡한 실정이다. 따라서 본 연구에서는 선진 해외 메이커 교육 사례를 살펴봄으로써 국내 K-12 교육 현장에서 메이커 교육을 어떻게 하면 활성화 시킬 수 있는지에 대한 시사점을 모색하고자 하였다. 해외 우수 사례는 정부주도의 메이커 교육 사례 3개, 거점 대학 중심의 메이커 교육 사례 2개, 국제학교 중심의 메이커 교육 사례 2개로 총 7개의 사례가 분석되었다. 연구 결과로는 정부 차원에서는 고려해야 할 활성화 정책, 교육 기관 차원에서 실행해야 하는 노력들, 교사들이 교육 현장에서 메이커 교육을 위해 수행해야 하는 역할 등에 대한 시사점을 도출하였다.

Abstract ▼ AI-Helper

In global advanced countries, various efforts about maker education with maker-space into the formal education has been made. However, in Korea, the physical infrastructure and instructional supports for the maker education in connection with K-12 curriculum are insufficient. Therefore, this study aims to suggest how to promote maker education in domestic K-12 education field by examining best practices of maker education in the globe. To achieve the objective, 7 best practices, which consist of 3 cases led by a government-driven policy, 2 cases initiated by world-class universities, and 2 cases made by international schools, are examined and analyzed. As a result, the recommendations to integrate and promote maker education into the K-12 school level in Korea in terms of 3 different perspectives, the policies which government should consider, the efforts and considerations the institutions should be made, and the roles teachers and instructors play were drawn.

주제어

표/그림 (10)

표 Table 1. Classification of activities in Maker Space according to technology level[18]
표 Table 2. Framework for Maker teaching and learning[23]
표 Table 3. Comparative analysis of Maker teaching and learning models
그림 Fig. 1. A teaching and learning example on makereducation with 3D printing(https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf)
표 Table 4. Case studies about 3D-printing maker education projects in the U.K.
그림 Fig 2. Somerset Library program(https://librariestaskforce.blog.gov.uk/2016/11/25/glassbox-enterprise-and-innovation-in-somerset-libraries)
표 Table 5. Library with Makerspace (https://www.gov.uk/government/publications/libraries-and-makerspaces/libraries-and-makerspaces)
그림 Fig. 3. FUSE Program_Pricing Package policy(https://www.fusestudio.net/get-started-fuse)
표 Table 6. An example of maker education teaching scenario in Marymount International school
표 Table 7. PoP Toolkit: Playful Learning Idea Generator(https://www.isbillund.com/en-gb/pedagogy-of-play/invisible-pages-toolbox/1playfulideagen)

질의응답

핵심어	질문	논문에서 추출한 답변
	메이커 운동의 중심에는 메이커 스페이스가 있는데 이것은 무엇을 말하는가?	이러한 메이커 운동의 중심에는 메이커 스페이스라는 공간이 자리 잡고 있다[16]. 일반적인 환경에서의 메이커 스페이스는 비전문가로서 오픈소스의 하드웨어·소프트웨어, 3D프린터 등의 기술을 활용하여 실제 제품을 제작하기 위해 어떠한 형태로든 존재할 수 있는 환경을 의미한다[17].
	메이커 교육이란?	여러 학자들의 공통된 정의에 따르면, 메이커 교육은 학생들이 온·오프라인 공간에서 모여 자신들의 아이디어, 지식, 기술 등을 개방·공유하며 다양한 기기나 재료를 활용하여 개인적·사회적으로 의미 있는 무언가를 스스로 만들어내는 학습의 과정이다[6,12]. 메이커 교육은 메이커 운동에서 그 출발점을 찾을 수 있다.
	메이커 운동은 어떤 현상을 말하는가?	메이커 운동은 다양한 재료 및 도구·기기를 활용하여 개인적·사회적으로 의미 있는 산출물을 설계·개발하고 그 산출물을 설계 및 개발 과정을 온·오프라인으로 공개하고 공유하는 사회·문화 운동을 의미한다[15]. 즉, 메이커 운동이란 메이커들이 일상생활에서 창의적으로 무언가를 만들기(Making)를 실천하고 그 과정 및 결과 속에서 자신의 경험과 지식을 나누려고 하는 현상을 말한다. 이러한 메이커 운동의 중심에는 메이커 스페이스라는 공간이 자리 잡고 있다[16].

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