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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 56, Number 1
JKCSEZ 56(1)
February 20, 2012 

Elementary and Secondary School Teachers' Perceptions on Inter-Disciplinary

학문 통합적 과학 교육에 대한 초중등 교사들의 인식(제IV보*)
Science Education(IV)

방담이, 강순희
Consilience, Inter-disciplinary education, Teachers' perception, Science education
This is a survey research which investigated perceptions of 85 elementary and secondary school science teachers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity, the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% of the teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementing inter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exam preparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented for lower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% of teachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-based approach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach, they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. The teachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major predicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategy along with a guidance to teaching materials for inter-disciplinary teaching.
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