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E-mail: shkang@ewha.ac.kr(Received October 4, 2011; Accepted November 28, 2011).               .              ,     .         . , 45.9%        61.2%    . ,    ,    ,        .     57.6%     , 16.5%     . ‘ ’          , ‘ ’               .     ‘       ’ ‘      ’                 .: ,   ,  ,  ABSTRACT. This is a survey research which investigated perceptions of 85 elementary and secondary school science teach-ers on inter-disciplinary teaching in general. It is expected that the results of this survey will help to find out the necessity,the appropriate time, the proper approach and the obstacles of inter-disciplinary education. Results indicated that 49.5% ofthe teachers were aware of inter-disciplinary teaching and 61.2% of the teachers agreed with the necessity of implementinginter-disciplinary strategy. However, considering difficulties in objective assessment and burdens of college entrance exampreparation, they responded that inter-disciplinary teaching could be more appropriate and feasible to be implemented forlower graders at elementary schools than secondary school students. Of the answers to the integrated approaches, 57.6% ofteachers chose the theme-based approach, and 16.5% chose the problem-based approach. When they chose the theme-basedapproach, they stated the reason of educational readiness. On the other hand, when they chose the problem-based approach,they stated the reason of educational obligation which assumes that a problem solving needs inter-disciplinary approach. Theteachers also selected 'lack of knowledge on other subjects' and 'lack of time to prepare teaching materials' as major pre-dicaments in implementing inter-disciplinary approach. This suggests that there needs a clear and specific teaching strategyalong with a guidance to teaching materials for inter-disciplinary teaching.Key words: Consilience, Inter-disciplinary education, Teachers' perception, Science education

Elementary and Secondary School Teachers' Perceptions on Inter-Disciplinary Science Education(IV)