융복합 교육 실증연구의 체계적 메타 문헌분석

초록

A comprehensive and systematic approach was made in order to review the empirical studies of integrative education in the last decades. 47 articles, which were met at the inclusion criteria, was finally retrieved through keyword-searching procedure utilizing RISS for Korean cases and PsycINFO and Eric for the cases of other countries. While there was no case classified into transdisciplinary education, there were 29(61.7%) studies classified as multidisciplinary and 18 (38.3%) studies as interdisciplinary education. Multidisciplinary programs were found dominant in elementary school with the variety of subjects from diverse disciplines whereas interdisciplinary programs were prevalent in middle or high school with a relatively narrowed scope of subjects to be integrated with such as science, mathematics and technology. In multidisciplinary programs, the subjects were integrated with each other on the foundation of the common theme or topics in a networked or threaded way focusing on a theme-oriented or activity-based learning process. In interdisciplinary programs, the subjects are interrelated on the basis of shared concepts or skills emphasizing upon students’ inquiry-based capabilities. Three types of learning outcomes of integrative programs were classified; programs pursuing cognitive outcomes, affective outcomes, or the balance of both. Interdisciplinary programs were more likely to be aligned and assessed with both cognitive and affective learning outcomes whereas multidisciplinary programs had a tendency to be accompanied by solely affective learning outcomes. In addition, a problem/project based-learning was reported to have been applied in a total 4 domestic and 5 cases of other countries. A team-teaching was adopted in 4 cases from other countries. From most of programs reported, mathematics, science and technology were frequent subjects to be integrated with in integrative education. In conclusion, it was also found that integrative programs were practiced with diverse objectives, pedagogies and emphasized as well as pursued different aspects of learning outcomes along with the level of integration.

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