융합교육 핵심요인과 기대효과에 대한 델파이 분석

서지정보

ㆍ발행기관 : 한국영재학회 ㆍ수록지정보 : 영재교육연구 / 25권 / 1호
ㆍ저자명 : 조은별, 이선영, 신종호, 홍윤정

목차

I. 서 론
II. 이론적 배경
III. 연구방법 및 절차
IV. 연구결과
V. 결론 및 제언
참 고 문 헌

한국어 초록

본 연구는 개념적 혼란이 지속되고 있는 융합교육의 특성을 규명하기 위하여 융합교육의 현장
경험을 가진 교사 19명을 대상으로 델파이 연구를 수행하였다. 총 3차의 델파이 연구가 실시되
었으며, 융합교육의 특성으로서 핵심요인과 기대효과를 도출하였다. 융합교육의 전제 조건인
핵심요인은 학습자의 다양한 질적 경험을 위해 교육내용과 교육방식의 개방적이고 융통적인
활용을 강조하는 ‘교육설계’, 교사, 교사-동료 간, 교사-학습자 간의 관계 속에서 발휘되는 교사

영어 초록

The purpose of this study was to investigate the characteristics of convergence education through
the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three
times, drawing key factors and expected outcomes which explain the characteristics of
convergence education.
The key factors of convergence education were classified as ‘educational design’, ‘teachers’
expertise’and ‘educational environment.’ Educational design focused on the qualitative
characteristics of leaner’s experience. Teachers’ expertise was teacher’s active and supportive
roles in relationship with fellow teachers and learners. Educational environment was the
psychological factors with which various subjects can realize convergence education. The expected
outcomes were classified as ‘learner’s cognitive characteristics’, ‘leaner’s affective characteristics’,
and ‘teacher and educational system.’ The expected outcomes of convergence education leads
to psychological changes for learners to increase the advanced learning experiences and to pursue
values of education itself.
Compared to similar concepts, convergence education has some unique characteristics in which
many of regular learners in educational settings and various topics are targeted. It also focuses
on psychological factors of various subjects and qualitative natures of leaners’ learning experience
for the advanced learning. Especially, these results have significance in understanding the nature
of convergence education, focusing on educational practices through teachers’perspectives.

참고 자료

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