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Elementary and secondary school teachers' perceptions on inter-disciplinary science education (IV)

Title
Elementary and secondary school teachers' perceptions on inter-disciplinary science education (IV)
Authors
Bang D.Kang S.
Ewha Authors
강순희
SCOPUS Author ID
강순희scopus
Issue Date
2012
Journal Title
Journal of the Korean Chemical Society
ISSN
1017-2548JCR Link
Citation
vol. 56, no. 1, pp. 115 - 127
Indexed
SCOPUS; KCI scopus
Abstract
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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사범대학 > 과학교육과 > Journal papers
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