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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.4 pp.378-387
DOI : https://doi.org/10.5467/JKESS.2013.34.4.378

과학과 교육과정 개정에 대비한 핵심역량 재구조화 방안

곽 영 순*
한국교육과정평가원, 100-784, 서울특별시 중구 정동길 21-15 정동빌딩
본 연구는 향후 과학과 교육과정 개정에서 다루어야 할 핵심역량들을 재구조화하는 방안을 탐색하는 것이다. 최근 세계 각국에서 미래 사회의 변화된 상황에 맞추어 학교 교육의 방향을 근본적으로 재조정하려는 노력이 진행되고 있다. 그리고 이러한 교육 개혁의 핵심 키워드로 등장하게 된 것이 핵심역량이다. 본 연구에서는 향후 핵심역량 중심의 과학과 교육과정 재구조화를 위한 선결 요건으로 선행연구에서 다양하게 논의되어온 핵심역량 대범주를 재구조화하고 국가수준의 교육과정에서 제시됨직한 각 영역별 핵심역량 구성요소를 논의하였다. 문헌분석, 전문가 심층면담, 델파이 및 설문조사 등을 통해 핵심역량 대범주 3가지를 (1) 인성 역량, (2) 지적 역량, (3) 사회적 역량으로 구성하고, 각 핵심역량 대범주별로 의미와 특징을 제시하였다. 각 대범주별로 어떤 핵심역량을 선정하고 가르칠 것인지는 교과 및 교사 수준에서 전문성을 발휘하여 결정하도록 맡겨둘 필요가 있다. 본 연구의 결론 부분에서는 본 연구에서 논의한 핵심역량 대범주들을 중심으로 향후 과학과 교육과정을 재구성할 때 주목할 점을 제안하였다. 향후 과학과 교육과정을 개발할 때는 인성 역량을 포함하여 핵심역량의 3개 대범주들을 적극적으로 포함시켜야 하며, 핵심역량을 모든 학생들이 도달해야 할 최소 수준의 목표로 설정해야 할 것이다. 또한 과학 주제와 목표 등에 따라 각 대범주별 핵심역량 구성요소와 구성 요소들 간의 연계방식이 달라질 수 있음을 기억해야 할 것이다.

Ways of Restructuring Key Competencies for a Revision of Science Curriculum

*Corresponding author: amkwak@naver.com

Tel: +82 2 3704 3577

Fax: +82 2 3704 3570
, Youngsun Kwak*

Korea Institute for Curriculum and Evaluation, Seoul 100-784, Korea

Abstract

The purpose of this research was to investigate ways of restructuring key competencies (KCs) in preparation fora revision of Korean science curriculum. Recently a number of countries have reformed their curricular usingcompetencies as a key element because they believe that competencies based curriculum helps students build up thenecessary skills to live in the future society. Through literature reviews, in depth interviews with experts and teachers,expert meetings, Delphi methods, and surveys with teachers, three major categories of KCs emerged as follows: Charactercompetencies, Intellectual competencies, and Social competencies. For each major category, its definition, characteristicsand teachers’ comments are discussed. The specific components of KCs for each major category and implementing KCsshould be determined at the subject and teacher level based on teacher professionalism. In the conclusion section, wesuggested a couple of important points that deserve readers’ attention when we reconstruct science curriculum byincorporating three major categories of KCs. When we develop a science curriculum in the future, we need to includethree major categories of KCs, and set up KCs as a minimum set of goals for all students. We need to remember thatspecific components of KCs for each major category and linkage among KCs may vary depending on science topics andobjectives.

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