Development of Multidisciplinary Learning Model of Maker Education Based on Design Thinking for Technology Education

This study theoretically developed and validated the multidisciplinary learning model of technology education based on design thinking as an integrated learning strategy of design thinking and maker education, which are recent issues in technology education. This study developed a tentative model based on a theoretical literature review. The first validation of the model was carried out using the focused group interview (FGI) approach with 10 technology teachers. In order to verify the validity of model, 18 experts from related research fields were assigned to evaluate the feasibility of the modified model. The validity of the model was verified by calculating the CVR value using a 5-point Likert scale. As a result of validation, all items were verified as valid. The model was revised based on the free opinions raised in the second expert verification. Finally, the developed models consisted of a conceptual model, learning tasks analysis model, tinkering learning activity design model, and design thinking problem-solving model. As a result of analyzing the learning tasks, the levels of copying and improving of making were adapted to the tinkering learning design activity model, and the levels of innovation and creation were applied to the design thinking problem-solving activity model. In addition, design thinking problem-solving activity steps were basically designed as a circulation type, and developed as a model with four basic steps and 10 specific steps. In particular, this study is very meaningful as an attempt to strategize the teaching and culture of design thinking and making, which are closely related to technology education.