Abstract

The purpose of this study is to develop a maker program to cultivate convergence thinking. Maker education is a teaching-learning method that learns by making through tinkering in which the teacher is not the host of the class, but the learner is the center and tries in various ways, repeating failure and success. In the course of this research, discovering a problem, exploring various tools and materials to solve the discovered problem, and mimicking the activities shared through the Maker Movement can facilitate the discovery of another problem, from problem discovery to problem solving. It is designed as a structure in which the process up to this point is a virtuous cycle. A maker education program was developed to cultivate students' convergence thinking in the 17-week, 34-hour free grade subject selection class, and the improvement of students' ability to cultivate convergence talent was verified in the class to which the developed program was applied. The results obtained through this study are as follows. First, as a quantitative study, a convergence talent literacy test was conducted, and as a result of analysis through T-verification, a slight increase in numerical improvement was shown, but no significant results were obtained due to the lack of 40 people. Second, as a qualitative research method, it was possible to record learners' answers using a questionnaire, and they answered that they had improved on their own in each aspect of consideration, creativity, convergence, and communication, which are components of the knowledge of convergent talent. In particular, it was confirmed that the word cooperation was mentioned the most, and it became an opportunity to improve consideration and communication as a team project.Third, as an imitation activity for finding a problem, after conducting activities such as modeling activities such as 'Tell me with modeling' and 'Making a 000 chicken' and making a robot hand, learners use the tools they have learned to 'make a parking breaker', ' It was concluded that imitation activities are effective in improving problem discovery ability through the voluntarily choosing a topic to find and solve problems such as 'making a squid game timer' and 'making a paper roller coaster'. Through these research results, it was confirmed that the convergence education program that applied maker education was effective to enhance the creativity and convergence competency of students who will be the main pillars of the future society.