국내 유아 및 초등 메이커 교육 연구 동향 비교 분석

초록

This study was conducted to compare and analyze research trends in early childhood and elementary maker education in Korea. To this end, this study collected primary data by searching maker-related keywords, and then reviewed the appropriateness of the title, keywords, and content of each paper, and selected a total of 165 theses (49 articles for early childhood and 116 articles for elementary maker education) published from October 2016 to August 2024. The selected research results were analyzed based on the research period and presentation type, research methods, research content, research subjects, and educational effectiveness, and the results are as follows. In terms of research period and presentation type, academic journal articles showed higher proportion than degree papers in both early childhood and elementary education, and in terms of research methods, quantitative research was predominant in both fields. In terms of research content, effectiveness analysis for early childhood education, program development and application studies for elementary education was the most common. In terms of research subjects, studies focusing on young children and elementary school students were the most common. In terms of educational effectiveness, variables in the cognitive domains for early childhood education, the affective domains for elementary education were most often used. These research results show the necessity of basic research on the needs of the educational field, convergence between subjects, and evaluation tool development, as well as academic considerations for continuous maker education experiences in early childhood and elementary education. Therefore, in addition to policy support to revitalize maker education, the need to expand training opportunities for teachers and parents and to establish make spaces is raised.

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