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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.6, 2017년, pp.981 - 992
This research compares the subjects of "Integrated Science" and "Converged Science" in the 2015 Revised National Curriculum, through core concepts. The content priorities and levels of integration of each core concept were evaluated through an analytical framework, and visualized using two-dimension...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
빅 아이디어란? | 빅 아이디어는 Wiggins, & McTighe (2005)가 이론화한 바에 따라 “흩어진 사실들과 서술들에 의미와 연결을 부여하는 개념, 테마, 또는 이슈” 라고 할 수 있다. 빅 아이디어는 학생들이 학교에서 배운 내용 중 구체적인 것들은 잊어버리더라도 마음속에 남아 있어야 하는 핵심적인 아이디어로서 곧 ‘영속적 이해’에 해당하며, 브루너가 말하였던 ‘일반화’와 유사하게 이해할 수 있다(Lee, On, & Paik, 2014). | |
핵심 개념이란? | ‘핵심 개념’은 그 명칭에서와 같이 학생들이 반드시 배워야 할 최소한의 필수 내용 요소이기도 하지만, 2015 개정 교육과정의 목표에 해당하는 ‘핵심 역량’을 기르기 위해 선정된 내용 요소이자(Lee, Beak, & Lee, 2017) 평가를 위한 성취 기준의 진술 근거에 해당한다 (Lee, On, & Paik, 2014: 74). ‘핵심 개념’은 2015 개정 교육과정의 목표(핵심 역량), 수단(내용 요소), 결과(성취 기준) 모두를 관통하므로 결국 교과별 핵심 개념들을 이해하는 것이 중요하다(Lee, & Hong, 2017). | |
핵심 개념을 중심으로 2015 개정 교육과정의 「통합과학」 및 「융합과학」을 분석⋅비교한 결과는? | 이 때 분석 틀로서는 교육적 맥락에서의 우선순위와 그 통합의 수준을 각각 살펴보았으며 이를 시각화할 수 있는 우선순위-통합수준 2차원 시각화 매트릭스를 제안하였다. 분석 결과 「통합과학」은 「융합과학」에 비하여 핵심 개념의 수는 줄어들었고, 우선순위 측면 에서는 빅 아이디어의 비율이 증가하였으며, 교과 간 통합의 비율이 다소 감소하였으나 얕은 수준의 교과 간 통합을 지양하고 있었다. 이는 2015 개정 교육과정의 「통합과학」이 2009 개정 교육과정의 융합형 「과학」에 비하여 양은 줄이고 질은 높인다는 엄격성(rigor)의 원리에 있어서 우수하며 한편으로는 그 적절성(relevance)도 낮지 않다는 증거가 될 수 있다. 또한 이러한 분석 결과를 시각화한 결과로 통합적 교과의 특성을 보다 쉽게 이해 및 비교할 수 있었다. |
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