Search

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.

On a hot summer night in July 2020, several technology education experts in South Korea and the United States gathered in a Zoom meeting room. The meeting started with a brief introduction of ITEEA's new standards, "Standards for Technological and Engineering Literacy" ("STEL"; ITEEA, 2020), to the Korean audience and discussed a plan to translate "STEL" into the Korean language. This was the starting point of the Korean "STEL" translation project. Nine months later, in April 2021, "STEL" was finally printed in Korean and released to the public. This article will narrate how "STEL" was translated into Korean and what implications the translation has for Korean educators.

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.

One distinguishing feature in terms of national curriculum revisions is the emphasis on invention education in the subject of technology. This study investigates how South Korean middle school students perceive inventors. A manufactured tool for testing and a checklist for evaluating images of inventors were created to assess drawings of 115 8th grade students. The final 108 surveys (from 52 male and 56 female students) were analyzed, and the results were quite similar to those of prior studies that examined how students picture scientists. This research confirmed that students had stereotypical images of inventors. Stereotypical elements that were not depicted in prior studies were also discovered. For example, tools such as spanners, hammers, and screwdrivers, which are used for building and fixing things, were proposed as symbols of research by students. Overcoming such stereotypical representations requires improving stereotypical images of inventors as they are presented in photos and figures of textbooks, developing and implementing educational programs that introduce relevant images of inventors, and changing teachers' recognition. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]