[논문]과학 역량 모델의 제안과 과학 교육과정에의 적용

박종원; 윤혜경; 권성기

doi:10.14697/jkase.2019.39.2.207

과학 역량 모델의 제안과 과학 교육과정에의 적용
Suggesting a Model of Science Competency and Applying it to Science Curriculum 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.2, 2019년, pp.207 - 220

박종원 (전남대학교) , 윤혜경 (춘천교육대학교) , 권성기 (대구교육대학교)

초록
AI-Helper

2015개정 교육과정에서 새롭게 과학과의 핵심역량이 제시되었으나 역량 개념에 명확하지 않아 일선 학교에서는 많은 혼란과 어려움이 발생하고 있다. 이에 본 연구에서는 과학 역량을 구성하는 주요 요소들은 무엇이고 역량의 구성 요소들이 전체적으로 어떤 연관성을 가지고 있는지 종합적으로 이해하기 위해 역량에 대한 정의와 역량의 구성 요소에 대한 문헌 분석을 실시하였다. 분석 결과에 기초하여 6개 요소(인지 외적 특성, 지식, 기능, 상황, 수행, 수준)로 이루어진 과학 역량 모델(A Model of Science Competency: MSC)를 제안하였고 이러한 과학 역량 모델을 활용하여 과학 교육과정의 성취 기준을 역량 중심의 학습 목표로 기술하는 방법을 탐색하였다. 마지막으로 본 연구에서 제안된 과학 역량 모델의 장단점과 후속 연구에 대해 논의하였다.

Abstract ▼ AI-Helper

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 components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.

주제어

표/그림 (12)

표 Table 1. Science competences suggested in PISA (OECD, 2009)
그림 Figure 1. Typology of competence(Redrawn from Le Deist & Winterton, 2005)
그림 Figure 3. OECD Education 2030 framework (Redrawn from OECD, 2016)
그림 Figure 2. Five competence indicators(Redrawn from Oyao et al., 2015)
표 Table 2. Names, actions, and examples that describe specific competencies (Spencer & Spencer, 1993, pp. 68-70)
표 Table 3. Definitions of competencies in the literature
표 Table 4. The components of the competencies presented in the literature
표 Table 5. Categories of the components extracted from the definitions of competencies
표 Table 6. Categories of the sub-components extracted from the literature
표 Table 7. Examples of performance in science competency
그림 Figure. 4 Model of Science Competency
표 Table 8. Examples of competency goals modified with achievement criteria

질의응답

핵심어	질문	논문에서 추출한 답변
	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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