감성지능 함양을 위한 디자인 씽킹 기반의 실과 메이커 교육 프로그램 개발 (Development of Maker Education Program of Practical Arts Based on Design Thinking for Cultivating Emotional Intelligence)

서지정보

· 발행기관 : 한국실과교육연구학회
· 수록지 정보 : 실과교육연구 / 28권 / 1호 / 57 ~ 76페이지
· 저자명 : 최경은, 배선아

초록

이 연구는 감성지능 함양을 위한 디자인 씽킹 기반의 실과 메이커 교육 프로그램 개발에 목적이 있다. 연구의 목적을 달성하기 위해 준비, 개발, 개선의 3단계에 따라 연구를 수행하였으며, 연구결과는 다음과 같다.
첫째, 개발된 교육 프로그램은 ‘자기이해’, ‘타인이해’, ‘감성조절’, ‘감성활용’을 바탕으로 감성지능을 함양할 수 있도록 설계되었다.
둘째, ‘함께 나누는 생활용품 만들기’ 주제를 중심으로 ‘공통’ 분야 4차시, ‘가정생활’ 분야 13차시, ‘기술의 세계’ 분야 13차시, 3개 분야 총 30차시로 개발되었으며, 각 분야별 소주제는 ‘공감 선물 만들기’, ‘업사이클링을 활용한 생활용품 만들기’, ‘로봇ㆍSW를 활용한 생활용품 만들기’로 구성하였다.
셋째, ‘공통’ 분야는 교육 프로그램 시작에 필요한 안내 및 공감 활동 기초 단계의 특성이 나타나도록 오리엔테이션, 모둠 조직, 감성 더하기의 3단계로 구성되었다.
넷째, ‘가정 생활’ 분야는 업사이클링을 중심으로 ‘생활소품 만들기’, ‘옷의 정리와 보관’, ‘정리 정돈과 재활용’ 내용 요소의 교육과정 재구성을 통해 적용할 수 있도록 개발하였으며, 다양한 바느질 도구와 재료를 활용한 업사이클링 생활용품의 제작, 나눔 및 공유 활동을 통해 감성지능을 함양할 수 있도록 하였다.
다섯째, ‘기술의 세계’ 분야는 ‘로봇’, ‘SW’, ‘발명’ 관련 내용 요소의 교육과정 재구성을 통해 적용할 수 있도록 개발하였으며, 아날로그 메이킹과 디지털 메이킹을 융합하여 생활용품 제작, 나눔 및 공유 활동을 통해 감성지능을 함양할 수 있도록 하였다.

영어초록

The purpose of this study was to develop maker education program of Practical Arts based on Design Thinking for Cultivating Emotional Intelligence. In order to achieve the objective, the study was conducted in three stages of preparation, development, and improvement. The results of this study were as follows.
First, The developed educational program was designed to cultivate emotional intelligence based on the ‘self-emotion appraisal’, ‘other’s emotion appraisal’, ‘regulation of emotion’, and ‘use of emotion’.
Second, the education program was composed of 30-hours project type education program based on the theme of ‘making daily supplies to share together’. The education program were classified into three fields: ‘common’ field, ‘home life’ field, and ‘technology world’ field. The respective themes of the three fields are ‘making presents of empathy’, ‘making daily supplies using upcycling’, and ‘making daily supplies using robots and software’.
Third, the ‘common’ field was organized based on three steps-orientation, forming groups, and adding emotions-to provide necessary guidance at the beginning of the education program and in a way that exhibits the characteristics of the basic stage of empathy activities.
Fourth, the ‘home life’ field was developed so that it can be applied with the focus on upcycling and through the reorganization of the curriculum of content elements, such as ‘making daily supplies’, ‘organizing and storing clothes’, ‘organizing and recycling’. The field was intended to cultivate emotional intelligence through activities of producing and sharing upcycled daily supplies by using various sewing tools and materials.
Fifth, the ‘technology world’ field was developed so that it can be applied through the reorganization of the curriculum of content elements, such as ‘robots’, ‘software’, and ‘invention’. The field was designed to cultivate emotional intelligence through activities of producing and sharing daily supplies in a way that combines analog making and digital making.

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