Moving toward interdisciplinary approaches in ecological education: Converging and diverging viewpoints of South Korean teachers

초록

This study explores how South Korean teachers from diverse academic backgrounds perceive the essence and goals of ecological education. Using open-ended, semi-structured interviews with 5 history, 4 geography, 5 earth science, and 4 life science teachers, the research seeks to identify commonalities and differences in perceptions and instructional approaches between social studies and science education. Findings reveal a consensus among teachers about the fundamental nature and objectives of ecological education, despite their varied disciplines. However, diverse interpretations emerged across fields, particularly concerning human roles in ecological crises and specific solutions. These variations stem from different academic orientations within the Korean educational landscape, where integration of subjects into the curriculum is incomplete. The differing perspectives among teachers on ecological crises and their resolutions underscore the need for interdisciplinary approaches that bridge the gap between subject-specific interpretations in ecological education.

키워드