메이커 교육(Maker Education)을 통한 기업가정신 함양: 대학교 사례연구
Fostering Entrepreneurship by Maker Education: A Case Study in an Higher Education
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초록
현 4차 산업혁명 시대에는 능동적인 과제 선정 및 해결방안 탐구를 가능하게 하는 기업가정신을 소유한인재가 요구되고 있다. 이를 위한 교육적 대안인 메이커 교육은 문제해결을 위한 결과물 제작의 주도적 활동 과정속에서 실패의 극복과 공유 및 개방의 사회적 가치 창조의 특성을 가지는데 이는 기업가정신과 일맥상통한다. 이러한 맥락에서 본 연구의 목적은 메이킹 활동을 대학교육과정의 일부로 가지고와 메이커 교육 프로그램을 개발, 적용하여 메이커 교육을 통한 대학생들의 기업가정신 함양 가능성을 확인하는 것이다. 따라서 K대학교 취업스쿨 수강생56명 대상으로 7회기의 메이커 교육 프로그램을 적용하고 성찰일지, 심층면담의 질적 연구를 실시하였다. 그 결과로성취욕구, 자기통제능력, 자기유능감을 포함한 자기주도성, 위험감수성향, 창의력의 기업가정신이 증진되었음을 확인할 수 있었다. 하지만 대학에서 메이커 교육의 실천 및 가치 확산을 위해서는 보조자, 촉진자로서의 교수자의 역할과 메이커스페이스처럼 자유로운 메이커활동을 뒷받침해줄 수 있는 환경조성이 필요할 것이다.
Abstract
The advent of the 4th industrial Revolution requires entrepreneurship to the student as one able to produce creative solutions of complex problems embedded in society with active engagement. Maker Education indicates a new educational approach in which students produce a tangible output as a concrete solution to their problems, experiencing spirits of productive failure, sharing and openness with others during the process due to its educational values and effects which are well-matched with entrepreneurship. This study, in this context, aimed to verify the effect of the maker education in the sense of cultivating entrepreneurship: For this purpose, this study conducted a case study of Maker Education to 56 university students during 7 weeks (14 hours) in K university. The results based upon data analysis collected from reflective journals and interviews showed attitude change of the students in terms of entrepreneurship characterized as self-directedness, risk-taking, and creativity. For more active practices of Maker Education in higher education, both instructors’ role as the facilitator, and easily and freely accessible Maker Space should be considered.
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