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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.2, 2019년, pp.207 - 220
Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the component...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과학과 교과역량에는 무엇이 있는가? | 이 핵심역량은 교과 교육을 포함한 학교교육 전 과정을 통해 길러지기를 기대하는 것으로 범교과적 성격을 지니는 ‘일반역량’이며 각 교과별 핵심역량을 ‘교과역량’으로 따로 제시하였다. 과학과 교과역량으로는 ‘과학적 사고력’, ‘과학적 탐구 능력’, ‘과학적 문제해결력’, ‘과학적 의사소통 능력’, ‘과학적 참여와 평생학습 능력’이 제안되었다(Ministry of Education, 2015b). 이와 같이 세계 각국의 교육과정에서 핵심역량이 강조되고 있는 추세이다. | |
‘역량’ 개념이 강조되는 이유는 무엇인가? | 이와 같이 ‘역량’ 개념은 직업에서의 우수한 수행을 강조하기 위해 사용되기 시작하였지만, 과학교육 분야에서도 학생이 미래 사회에 효과적으로 대처하기 위해서 역량이 중요하다고 강조되기 시작했다(White, 1979). 그리고 최근에 과학기술이 빠르게 발달되고, 복잡하고 다원화된, 그리고 상호연결이 긴밀해진, 국제화된 사회가 되면서(Carter, 2005) 모든 사람의 삶에 필요한 능력으로서 역량이 다시 강조되기 시작하였다(OECD, 2005). 과학 교육과정이 사회 변화에 적절히 대처하지 못한다는 지적(Klieme, Hartig, & Rauch, 2008; Oyao et al., 2015; Tsai, 2015)이 많아지고, 이에 따라 여러 나라의 과학 교육 과정에서 역량을 강조하게 되었다 (Blanco-Lopez et al., 2015). | |
2015 개정 교육과정에서 강조한 6가지 핵심역량은 무엇인가? | 한국에서도 2015 개정 교육과정에서 6가지 핵심역량(자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량)을 강조하였다(Ministry of Education, 2015a). 이 핵심역량은 교과 교육을 포함한 학교교육 전 과정을 통해 길러지기를 기대하는 것으로 범교과적 성격을 지니는 ‘일반역량’이며 각 교과별 핵심역량을 ‘교과역량’으로 따로 제시하였다. |
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