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NTIS 바로가기과학교육연구지 : 경북대학교 과학교육연구소 = Journal of science education, v.43 no.1, 2019년, pp.94 - 118
이경건 (서울대학교) , 박정우 (서울대학교) , 이선경 (서울대학교) , 홍훈기 (서울대학교) , 심한수 (계원예술대학교) , 신명경 (경인교육대학교)
The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we exa...
핵심어 | 질문 | 논문에서 추출한 답변 |
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역량의 성격에 관한 연구가 갖는 중요성을 확인과 유사한 검토내용은 무엇인가? | Lee, Baek & Lee (2017)은 2015 개정 교육과정에서 도입한 핵심역량이 교육의 방향 및 목표적 성격을 지닌다고 하며, 핵심역량이 어떠한 성격을 견지하느냐에 따라 인간상, 핵심역량, 교육 목표간 진술의 연계와 수준이 다르게 진행될 수 있다고 제안함으로써 역량의 성격에 관한 연구가 갖는 중요성을 확인하였다. 이와 유사하게 Han et al. (2018)은 2015 개정 교육과정에서 일반역량과 교과역량의 의미 및 관계가 불분명하거나 불투명하다고 지적하였으며, 역량의 구체적인 요소들 및 역량과 교과교육의 관계라는 이론적 질문에 천착한 연구가 수행될 필요가 있다고 하였다. | |
핵심역량의 도입의 기반은 무엇인가? | 특히 2015 개정 교육과정의 경우 6가지 일반 역량과 5가지 과학 역량을 설정함으로써 교육과정이 추구하는 인간상을 구현하고자 하였다(MOE, 2015a, b). 이러한 핵심역량의 도입은 “미래 사회가 요구”하는 것으로서, 학생들이 맞닥뜨리게 될 문제 상황이 간단치 않고 복잡하다는 상황 인식에 기반하는 것이다(MOE, 2015b; OECD, 2018) 그러나 교육으로 미래 사회의 요구에 대비한다는 아이디어가 새롭지 않듯이, 역량기반 교육과정 혹은 역량이라는 아이디어 자체는 21세기에 들어 새롭게 제안된 것이 아니다. So (2017)에 따르면, 21세기의 사회변화 및 그에 적절히 부응하지 못하는 학교교육의 현실이 고려되면서 역량이 다시금 교육과정 담론의 전면에 부상하기 시작한 것이다. | |
역량은 어떻게 이해할 수 있는가? | 이는 실제 맥락에 적합하게 활용될 수 있는 지식을 추구한다는 점에서 기존 교과의 벽을 넘어서는 초학문적인(transdisciplinary) 성격을 띨 가능성까지도 내포하고 있다. 이를 과학교육의 언어로 풀어보자면, 역량은 과학교육의 궁극적 목적과도 같이 여겨지는 과학적 소양(scientific literacy)으로 나아가는 중요한 과정적 요소로 이해할 수 있을 것이다(Song et al., 2018; cf. |
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