• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.671-685
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• 2020

The purpose of this study is to critically examine the relationship between 'academic disciplines', 'subject', 'subject content', and 'subject matter education' as an attempt to explore the meaning and identity of subject matter education. In this study, first, we looked at the origin of the 'separative' perspective, focusing on science education, and the effects of this perspective on the relationship between 'academic discipline', 'subject', 'subject content', and 'subject matter education'. In addition, the relationship between them was examined from 'essential-holistic' perspective. As a result of the study, it was found that the 'separative' perspective has limitations in grasping the organic and overall relationship between 'academic discipline', 'subject', 'subject content', and 'subject matter education'. Therefore, we need to overcome the existing 'separative' perspective in order to go beyond the current horizon. On the other hand, the 'essential-holistic' perspective shows a close relationship that is not essentially separated between 'academic discipline', 'subject', 'subject content', and 'subject matter education'. It is expected as a perspective that can help solve the teacher education problem caused by the 'separative' perspective.