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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.38 no.3, 2018년, pp.407 - 417
임효진 (서울교육대학교) , 장진아 (서울대학교 교육종합연구원) , 송진웅 (서울대학교 교육종합연구원)
The purpose of this study is to analyze the roles of classroom activities in science lessons and student learning motivation in achieving students' scientific competencies, and to suggest implications for science lessons to develop scientific competencies. For this, based on the PISA 2015 data of Ko...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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핵심 역량이란? | , 2010). 핵심 역량은 학생들이 향후 사회적 삶을 성공적으로 살아가기 위해 요구되는 능력으로서(Hipkins, 2006; Rychen & Salganik, 2000), 이에 근거한 ‘역량 기반 교육과정’에서는 학교 교육을 통해 이러한 역량을 길러내는 것을 목적으로 한다. 세계 각국에서는 역량 기반 교육과정의 구조화를 시도하였으며(New Zealand Ministry of Education, 2007; Singapore Ministry of Education, 2013), 이러한 흐름 속에서 우리나라 2015 개정 교육과정에서도 6가지 핵심 역량(자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량)을 기를 수 있는 교육과정을 구성한 바 있다(Ministry of Education, 2015). | |
6가지 핵심 역량에는 어떠한 것이 있는가? | 핵심 역량은 학생들이 향후 사회적 삶을 성공적으로 살아가기 위해 요구되는 능력으로서(Hipkins, 2006; Rychen & Salganik, 2000), 이에 근거한 ‘역량 기반 교육과정’에서는 학교 교육을 통해 이러한 역량을 길러내는 것을 목적으로 한다. 세계 각국에서는 역량 기반 교육과정의 구조화를 시도하였으며(New Zealand Ministry of Education, 2007; Singapore Ministry of Education, 2013), 이러한 흐름 속에서 우리나라 2015 개정 교육과정에서도 6가지 핵심 역량(자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량)을 기를 수 있는 교육과정을 구성한 바 있다(Ministry of Education, 2015). | |
과학적 역량은 삶과 연관된 과학적 사고, 행동을 하는 범주를 포함하는데, 그 예로는 어떠한 것들이 있는가? | 기존 역량과 관련된 논의들이 공통적으로 학생들이 자신의 삶에서 요구되는 포괄적인 능력을 강조하고 있으므로(Rychen & Salganik, 2000), 과학적 역량 역시 삶의 여러 맥락에서 과학을 통해 사고하고 행동할 수 있는 범주를 포함한다. 예를 들어, 2015 개정 과학과 교육과정에서는 과학 교과에 특화된 포괄적인 역량으로 과학적 사고력, 과학적 탐구 능력, 과학적 문제 해결력, 과학적 의사소통 능력, 과학적 참여와 평생 학습 능력을 핵심 역량으로 제시하였다(Ministry of Education, 2015). |
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