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NTIS 바로가기과학교육연구지 : 경북대학교 과학교육연구소 = Journal of science education, v.44 no.2, 2020년, pp.145 - 156
The purpose of this study is to analyze the science history materials presented in middle school 'Science' textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school 'Science' textbooks. The analysis used the three-dimensional framework. The results of analys...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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역량 중심 교육과정으로의 전환은 무엇을 위한 것 인가? | 우리나라에서도 2015 개정 교육과정을 통해 핵심역량 중심 교육과정을 제시하였다(MOE, 2015). 역량 중심 교육과정으로의 전환은 학교교육을 통해 학습자의 다면적 역량을 신장시키고 더 나아가 국가 경쟁력의 제고를 위한 것이다(Ha et al., 2018). | |
인공지능 등 첨단 정보통신기술을 기반으로 사회 전반에 혁신적인 변화가 나타나게 되면서 OECD에서는 미래 사회의 구성원들에게 요구되는 역량에 대한 논의를 이끌었는데 이는 무엇으로 이어졌는가? | 인공지능 등 첨단 정보통신기술을 기반으로 사회 전반에 혁신적인 변화가 나타나게 되면서 OECD에서는 미래 사회의 구성원들에게 요구되는 역량에 대한 논의를 이끌었다. 이러한 논의는 여러 나라들이 핵심역량을 중심으로 한 교육과정 설계를 검토하는 등 세계적인 추세로 이어졌다(Kim & Park, 2017). | |
2015 개정 과학과 교육과정에서 제시하는 핵심역량은? | , 2018). 이에 따라 2015 개정 과학과 교육과정에서는 과학적 사고력, 과학적 탐구능력, 과학적 문제해결력, 과학적 의사소통능력, 과학적 참여와 평생학습능력을 핵심역량으로 제시하고 있다. 설정된 핵심역량에 나타난 바와 같이 미래사회에 대비한 학교 과학교육에서는 더 이상 전통적인 지식과 탐구 중심의 교수-학습만을 강조하지 않음을 알 수 있다. |
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