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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.5 pp.428-434

Existentialist Perspectives to Science Teaching and Teacher Education in the Competency-based Curriculum

*Corresponding author:

Tel: +82 2 3704 3577

Fax: +82 2 3704 3570
, Youngsun Kwak*

Korea Institute for Curriculum and Evaluation, Seoul 100-784, Korea
Manuscript received: July 8, 2013 Revised manuscript received: August 9, 2013 Manuscript accepted: September 11, 2013


In this commentary, I examined the implications of Existentialism for science teaching and teacher education.Existentialist thoughts and premises can be used to explore the human element in an educational system. Beforeemphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learnersas unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums andpedagogies of science education, we can help learners to make their existences and experiences meaningful. This paperconsists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views ofthe learner. In the second part, I examined the competency based curriculum in light of Existentialism. Existentialismaims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and theinclination to be a life long learner, and so on. These characteristics are consistent with the implications developed fromthe competency based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinkingthe ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In theconclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher’s reflective practices,where the teacher needs to integrate personal and professional knowledge as the situation demands.


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