Exploring Carbon Neutral Practice Experiences Through Maker Activities Based On Engineering Thinking

The purpose of this study is to examine the experience of engineeringthinking-based maker activities for practicing carbon neutrality in young children. To this end,a case study was conducted, and the subjects of the study were 30 5-year-old children and 2 homeroom teachers from two kindergartens. The teachers and researchers played a role insupporting the practice of carbon neutrality through the children’s play, and on-site datacollection was conducted for 8 weeks. Data collection was conducted through photos, videos,interviews, and maker activity results of the maker activity process, and the collected datawas categorized by extracting meaningful topics related to the research purpose. The results ofthe study were as follows: understanding and practicing carbon neutrality through engineeringthinking-based maker activities, application of engineering thinking in the problem-solvingprocess, and behavioral changes in practicing carbon neutrality. This study contributes toexploring integrated and creative educational methods that can enhance the effectiveness ofcarbon neutrality education in early childhood education and lead to actual behavioralchanges. Through this, it is significant in that it suggests the possibility that carbon neutralityeducation can develop from simple knowledge transfer to education that induces practicalchanges.