Abstract

According to various social and academic demands that emphasize convergence, 'convergence education' is being emphasized to nurture convergence competencies required by the future society in the Korean education field. Convergence education aims to cultivate the convergence skills necessary to understand and solve real-world problems from a multi-faceted perspective, and ultimately to cultivate convergence competencies required by the future society. As a result, the curriculum called 'Cultivating Convergent Competencies through Convergence Education' was created in the 2015 revised curriculum, aiming to cultivate core competencies required by the future society and to cultivate creative and convergence competencies with the right personality as the goal of education. In Korea, STEAM education, a form of convergence education that attempts to connect with other subjects centering on science and technology subjects, is actively being guided and spread under the name of “convergence talent education,” and is considered to be a synonym for convergence education. However, it is necessary to diversify the core concepts or themes of convergence beyond the narrow understanding of convergence education as STEAM education, which is science-based convergence, and continue convergence education in a way to connect what students learn with their real-life problems. There is. When it is possible to realize convergence education that connects students' knowledge and life, convergence education can be recognized as an education that fosters the true creative and convergence talent required by the future society of the 21st century. Researchers focused on student autonomy activities to realize convergence education focused on real-life problems in elementary school. Student autonomy is a democratic activity of students in school. Refers to a series of subjective activities where students voluntarily and actively participate in decision-making processes to solve problems in schools or create events. The purpose of this study is to understand the reality of student autonomy activities in elementary school and to examine the educational value of autonomy activities from the perspective of convergence education. To this end, a three-year case of student self-government activity conducted by G Elementary School located in Tongyeong-city, Gyeongsangnam-do Province was set as a research subject, and a qualitative case study was conducted. Qualitative case study is a research method that searches cases and collects in-depth data, and conducts case description and case analysis.