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The effect of tinkering and making-centered maker activities applied to early childhood science education classes on the creative disposition problem-solving ability of pre-primary early childhood teachers

Objectives This study was carried out to investigate the effect of tinkering and making-oriented maker activities applied to early childhood science education classes on the creative disposition and problem-solving ability of early childhood pre-service teachers. 
Methods Forty-seven third students from the early childhood education department at a college located in U city were set as the experimental group and the comparison group, and an independent sample t-test and normality test were performed to verify the homogeneity between the two groups. To verify the effects on the creative tendencies and problem-solving skills of early childhood pre-service teachers according to the early childhood science education class through the making and tinkering approach maker activities, t-test and covariate analysis (ANCOVA) were performed using the SPSS WIN 23.0 program. 
Results The experimental group, which conducted early childhood science play classes through tinkering and making-oriented maker activities showed higher scores on creative disposition and problem-solving ability than the comparative group, and there was a significant difference between the groups. 
Conclusions The implementation of early childhood science play classes through tinkering and making-oriented maker activities positively affects the creative disposition and problem-solving ability of early childhood pre-service teachers. The study suggests that maker activities can be an educational method to develop teacher competency for nurturing future talents.