Abstract

The purpose of this study is to apply a convergence education program created by the Institute for Convergence Education at Korean National University to sixth graders to identify its effects and contribute to the development of future convergence education programs. The convergence education program was designed to be implemented in the free semester of middle school, which was reconstructed to the level of sixth graders in elementary school. The program-by-programme activities were designed based on the characteristics of the subjects studied, the achievement criteria of elementary schools, and the cooperative learning structure, focusing on real-life issues that enable students to actively participate in classes. The class was conducted on 10 occasions over 5 occasions, and the peer review was conducted on 1 time between 3 and 4 times, 1 time between 5 and 6 times, 1 time between 9 and 10 times, and 3 times in total. The assessment of changes in students' personality factors through the Convergence Education Program was analyzed from two perspectives: comparison with general classes and change in conducting the Convergence Education Program. The analysis results showed that students' participation in the class differed significantly from that in general classes and in convergence education programs based on cooperative learning structures and discussion activities. Second, as the convergence education program progressed, the students became more objective in peer review and showed a change in their participation in class. Based on the various evaluation of the convergence education programs developed and distributed by the Korean National University of Education's Convergence Research Institute, the Commission suggested how to produce more advanced convergence education programs.