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Recently, as low-cost microcontrollers such as those developed by Arduino and Raspberry Pi have become widely available, the term maker education has emerged as a hot topic in education. Teachers are increasingly using low-cost microcontrollers in their classes, but conducting a class that focuses on using a microcontroller may cause difficulties or problems, for the learner or for the instructor. To solve these problems, it was necessary to design a teaching and learning model for the use of low-cost microcontrollers to be applied at school sites. Accordingly, this study aimed to develop a teaching and learning model for using low-cost microcontrollers. As a result of this study, the author proposes a teaching and learning model that consists of six stages: topic selection, exploration of implementation methods, experimentation, production of teaching and learning materials, implementing lesson plans, and improvement. According to this procedure, teaching and learning materials were created and applied for the subject matter of a middle school unit on "Making Arduino Automobile." The model developed in this study may provide a guideline for teachers who want to apply low-cost microcontrollers in their classes.

The Arduino microcontroller enables ordinary people to perform professional tasks that only traditional engineering professionals could perform. Recently, several educational cases have been applied to primary and secondary schools, which is a desirable attempt to popularize engineering education. This study meta-analyzed the effects of Arduino-based education in primary and secondary schools in Korea from the perspective of engineering education. Accordingly, 16 academic journals and dissertations were selected that verified educational effects by Arduino-based education to primary and secondary students in Korea, and 31 effect sizes were confirmed. According to the results of this study, the overall average effect size was 0.656, which confirmed that Arduino-based education had a positive educational effect. Furthermore, this study calculated the effect size as measured by categorical and continuous variables such as school level, the inclusion of curriculum, giftedness, publication status, the programming language used, publication year, number of sessions, and number of students. Implications were suggested from the perspective of engineering education. This study is meaningful because it suggests the application of Arduino to primary and secondary schools in engineering education by confirming the positive educational effect of Arduino-based education.

The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers' attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers' ESD professional development.

This study investigated the gender difference among South Korean high school students in science learning motivation, technology learning motivation, and concern related engineering, as well as the correlation between these factors. It also verified effects of the sub-factors of science learning motivation and technology learning motivation on concern related to engineering. For this study, 745 students in grade 11th at six high schools in South Korea were involved as subjects in a survey conducted using instruments developed by Glynn et al. and Hall et al. In the results, a gender difference was observed in some sub-factors related to science learning motivation and technology learning motivation, and a positive correlation was found between most of the sub-factors of science learning motivation and technology learning motivation and concern related to engineering. Moreover, intrinsic motivation and personal relevance in technology were major factors that influenced students' concern related to engineering. Based on the findings, this study demonstrates the educational implications of including engineering in high school technology curriculums.