The goal of this study was to investigate—using text network analysis—how key Korean mass media outlets present issues of maker education. To accomplish this goal, 1303 news articles (associated with maker education) were collected as issued by 54 Korean mass media companies. Based on this data, this study reports the frequency and network analyses using keywords gaining the following findings. First, the findings of a yearly trend in issues indicated an increased volume of issues related to maker education. In particular, there were sharp increases when the Korean government announced its maker education policy in 2017 and 2018. The monthly trend within this time period indicated that there were many news articles in May, June, October, and November. Second, the frequency analysis showed predominant keywords like education, student, maker education, maker, and school. TF–IDF analysis finalized the following keywords: maker, school, student, makerspace, support, and work. Third, network analysis of the keywords showed categorized terms such as future education, school curriculum-linked maker education, maker education for youths, diffusion of maker culture, maker education support project, direction on maker education policy, fabrication, and start-up. The following recommendations are derived from these findings. First, maker education policy should be expanded to the public: in particular, the target and projects for maker education should be expanded to diverse people and places. Second, full recognition of technology and design education are necessary to help settle maker education. This study will provide an outline for research regarding maker education and its implementation.

本研究的目的是使用文本网络分析调查韩国主要大众媒体如何呈现创客教育问题。为了实现这一目标，收集了 54 家韩国大众媒体公司发布的 1303 篇新闻文章（与创客教育相关）。基于这些数据，本研究报告了使用关键字的频率和网络分析，获得了以下发现。首先，问题的年度趋势调查结果表明，与创客教育相关的问题数量有所增加。尤其是韩国政府在2017年和2018年宣布创客教育政策时大幅增加。这段时间的月度趋势表明，5月、6月、10月和11月有很多新闻报道。其次，频率分析显示了主要的关键词，如教育、学生、创客教育、创客和学校。TF-IDF 分析最终确定了以下关键词：创客、学校、学生、创客空间、支持和工作。第三，关键词的网络分析显示了未来教育、学校课程链接创客教育、青少年创客教育、创客文化传播、创客教育支持项目、创客教育政策方向、制造和创业等分类术语。以下建议源自这些发现。第一，创客教育政策要面向大众，特别是创客教育的对象和项目要扩大到不同的人群和不同的地方。其次，要充分认识技术和设计教育，帮助解决创客教育。本研究将为有关创客教育及其实施的研究提供一个大纲。