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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.2, 2020년, pp.97 - 111
안유민 (한국교육과정평가원) , 변태진 (한국교육과정평가원)
In the 2015 revised curriculum, 'Integrated Science' was established to increase convergent thinking and designated as a common subject for all students to learn, regardless of career. In addition, the 2015 revised curriculum introduced 'competence' as a distinctive feature from the previous curricu...
핵심어 | 질문 | 논문에서 추출한 답변 |
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OECD에서는 핵심역량을 어떻게 정의하였는가? | 핵심역량은 정의하는 주체에 따라 조금씩 다른 의미로 규정되지만 핵심역량의 출발점을 OECD의 DeSeCo(Definition and Selection of Competencies) 프로젝트로 보는 것에 대해서는 공통된 시각을 지닌다 (Kwak, 2016). OECD에서는 1997년~2003년까지 DeSeCo 프로젝트를 통해 핵심역량을 ‘직업적 상황을 포함한 삶의 상황에서 발생하는 요구를 개인의 인지적, 심리사회적 특성을 동원하여 성공적으로 대처해나가는 능력’으로 정의하였다(OECD, 2003). 이후 P21(The Partnership for 21st Century Skills)의 21세기 학습을 위한 프레임워크, ATC21S(The Assessment and Teaching of 21st Century Skills) 프로젝트의 KSAVE 모델 등의 연구가 21세기를 살아가는 인간이 갖추어야 할 역량을 구체화하기 위한 목적으로 수행되었다(Kwak, 2016; Griffin & Care, 2014; P21, 2020). | |
2015 개정 교육 과정에서 역량을 어떻게 구분하고 있는가? | 더불어 2015 개정 교육과정이 이전 교육과정과 차별화되는 특징 중 하나는 ‘역량(competency)’을 도입했다는 것이다. 2015 개정 교육 과정에서는 역량을 지식정보사회가 요구하는 범교과적 성격의 핵심 역량(자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심미적 감성 역량, 의사소통 역량, 공동체 역량)과 각 교과의 성격에 맞게적용할 수 있도록 설정된 교과 역량으로 구분하고 있다(MOE, 2015a). 교과 역량은 교과가 기반한 학문의 지식 및 기능을 습득하고 활용함으로써 길러질 수 있는 능력으로서 교과 학습의 결과로 지식, 기능, 태도 등을 통합적으로 운용하여 문제를 해결할 수 있는 능력을 말한다(Han, Kim, Lee, & Chang, 2018). | |
2015 개정 과학과 교육과정에서 통합과학은 어떻게 구성되었나? | 2015 개정 과학과 교육과정에서 가장 주요한 변화는 과학기술에 관한 기초 소양 함양을 위해 통합과학 과목이 신설되었으며, 고등학교에서 과학탐구실험과 함께 문이과 구분 없이 모든 학생이 배우는 공통 과목으로 지정되었다는 점일 것이다(MOE, 2015a). 통합과학은 물질과 규칙성, 시스템과 상호작용, 변화와 다양성, 환경과 에너지의 4개 영역에 대해 물질의 규칙성과 결합, 자연의 구성 물질, 역학적 시스템, 지구 시스템, 생명 시스템, 화학 변화, 생물다양성과 유지, 생태계와 환경, 발전과 신재생에너지 등과 같은 9개의 핵심 개념을 중심으로 분과 학문적 지식을 넘어 다양한 형태의 통합을 통한 융복합적 사고력 신장이 가능하도록 구성되었다(MOE, 2015b). |
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