Abstract

The researcher based her analyses on three questions: "What are the backgrounds and motivations for high school teachers to begin convergence education?"; "What are their procedures and core principles of planning convergence education?"; "What are their problems with practicing convergence education and their strategies to overcome them?“ The background and motivation for high school teachers to begin convergence education were their common perception that it would be helpful for enhancing teaching methods and giving effective lessons. Convergence education would facilitate diverse perspectives, open thinking, and academic communication according to assessments by field teachers. These responses imply that teachers should clearly perceive the advantages of convergence education before its broad implementation. The pre-interviews with teachers who actually implemented convergence education reveal that they had different ideas of detailed procedures despite their common pursuit of organic connections among topics, inquiries as well as expressions and changes to practical knowledge. This diversity seems to be the driving force for teachers and students to plan and implement diverse convergence education programs according to subject. Finally, there were problems with the implementation of convergence education in the dimensions of teachers' perceptions, methods of convergence, school environments, and institutions. In addition, there were a shortage of and financial limitations of educational resources, difficulties with the administrative procedures, and distributed materials, which means that there weren’t enough conditions or foundations for effective convergence education. These limitations could be overcome by strategies for good lessons and strategies to overcome the structure. Active and creative ideas, promotion of cooperation, and budget strategies could also make a contribution.