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http://dx.doi.org/10.21796/jse.2021.45.3.336

Current Status of the Implementation of Convergence Education in Primary and Secondary Schools  

Kwon, Hyuksoo (Kongju National University)
Kim, Eojin (Osan Middle School)
Park, Hyun Ju (Chosun University)
Bae, Youngkwon (Daegu National University of Education)
Lee, Dongkuk (Chungbuk Education Policy Research Institute)
Lee, Hyungdong (Daegu National University of Education)
Lee, Hyonyoung (Kyungpook National University)
Choi, Sung-Youn (Dongguk University)
Ham, Hyung-In (Suwanhana Middle School)
Publication Information
Journal of Science Education / v.45, no.3, 2021 , pp. 336-348 More about this Journal
Abstract
The goal of this study is to investigate the current status of implementation of convergence education in elementary, middle, and high schools. A survey was conducted on 871 in-service teachers nationwide, and frequency analysis was conducted by school level. Key findings are as follows: first, 449 (51.5%) are found to practice convergence education. Second, the reason for implementing convergence education is the voluntary effort of teachers and the educational necessity for the future society. Third, it was found that convergence education is being implemented centered on science, arts, and social studies as a link between subjects in regular curriculum hours. Fourth, 270 (64%) of teachers who implemented convergence education in response to COVID-19 performed online convergence education, and experienced difficulties in creating class materials and communicating with students. Fifth, the excessive work of teachers, insufficient support for teacher training and research group activities, and lack of various convergence education programs are suggested as reasons for not implementing convergence education. This study hopes to provide implications for policy and implementation for revitalizing convergence education.
Keywords
Convergence Education; STEAM Education; Primary School; Secondary School; Status Survey;
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