Constructing Competence Indicators of Makers for Information and Technology Education in Elementary School

Abstract

Because of the great popularity of the maker movement, the concept of “Do it yourself’ (DIY) has gained considerable public attention. Furthermore, because of the development of rapid prototyping, the rise of open-source hardware and programming languages, the popularization of network communities, and the establishment of maker spaces, DIY has been taken to the next level: “co-creation.” This concept requires reform to the standard curriculum in information and technology education. Therefore, this study aims to define the key competences of makers to construct the competence indicators of Maker Education for information and technology education in elementary school. On this basis, a curriculum can be developed, and an evaluation system for learning effectiveness can be built to equip students with the abilities to adapt to life and tackle challenges. In this study, the Fuzzy Delphi Method (FDM) was applied to collect and analyze data in the form of a questionnaire survey. The subjects were 12 experts from enterprises, governmental institutions, schools and research institutes. The research achievements include 3 factors (“Theoretical knowledge,” “Practical application,” “Maker's mindset”), and 10 indicators.