한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제34권6호
  • /
  • Pages.535-547
  • /
  • 2014
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

과학교과에서의 핵심역량에 대한 세계의 동향에 준거하여 우리나라 현장 교사들의 인식 연구

Study on Korean Science Teachers' Perception in Accordance with the Trends of Core Competencies in Science Education Worldwide

  • 투고 : 2014.05.24
  • 심사 : 2014.09.30
  • 발행 : 2014.09.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구의 목적은 영국, 호주, 뉴질랜드, 캐나다 온타리오주, 싱가포르 및 우리나라의 과학교과 핵심역량에 대한 동향을 조사하여 과학교육을 통해 기를 수 있는 핵심역량이 무엇인가을 알아보는 것이었다. 또한, 현장 과학교사들이 핵심역량 기반의 과학수업에 대해 어떻게 인식하고 있는지를 탐색하고, 특히 최근 핵심역량 기반의 과학교육과정을 접한 경기도 지역 교사들이 어떻게 인식하고 있는지를 알아보는것이었다. 외국의 역량 기반 과학과 교육과정을 탐색하기 위해 각종 문헌연구를 실시하였으며, 현장 과학교사들의 인식 조사를 위해, 135명의 초 중 고등학교 교사들에게 설문을 실시하였다. 외국의 역량기반 과학과 교육과정 탐색 결과, 각 국가들의 공통적인 특징으로 '범교과 역량과의 연계', '과학 내용과 과학 활동의 결합', '의사소통 능력중시', '역량별 성취 수준 제시' 등이 나타났다. 또한, 각국에서 강조하는 과학과 핵심역량으로는, '비판적 사고력', '창의적 사고력', '문제해결력', '탐구능력', '의사소통능력', '문화적 이해력', '학문간 통합능력', '적용능력', '개인적 역량과 사회적 역량'이 있었다. 현장 과학교사들은 현재 핵심역량에 대한 인지정도 및 과학수업에서의 실행 정도는 보통으로 생각하고 있었으나, 가르쳐야 한다는 움직임과 가르칠 의사에는 긍정적인 인식을 보임으로써, 필요성에 대해서는 공감하고 있었다. 중요한 핵심역량으로는, 초 중 고 세 학교급 모두에서 '창의적 사고력', '문제 해결력', '탐구 능력'을 꼽았으며, 교육 요구도가 가장 높은 역량은 '창의적 사고력'이었다. 경기도 지역의 교사들이 다른 일반지역의 교사들보다 핵심역량에 대한 인지정도가 높은 것으로 나타났으며, 핵심역량 기반의 과학 수업이 과학적 태도와 의사소통능력 형성에 큰 도움이 된다고 보았다. 그러나 수업 운영 방법에 익숙하지 않은 점, 많은 수업 준비시간 등을 어려운 점으로 꼽았다.

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

키워드

참고문헌

  1. Australian Curriculum Assessment, and Reporting Authority (2011). Australia primary, lower and secondary (1-10) curriculum. Australia: ACARA.
  2. Boyd, S., & Watson, V. (2006). Shifting the frame: Exploring integration of the key competencies at six normal school. New Zealand Council for Education Research.
  3. British Department of Education and Employment. (1999). History: The national curriculum for England. London: Qualifications and Curriculum Authority.
  4. Canadian Ministry of Education. (2008). The Ontario curriculum, Grades 9 and 10: Science. Queens' Printer for Ontario.
  5. Choe, S., Kwak, Y., & Noh, E. (2011). Research on teaching and learning and teacher education to improve learners' key competencies: Centering on mother tongue, mathematics and science. KICE Research Report, RRI 2011-1
  6. Choi, Y. H., Yoo, T. M., Moon, D. Y., Choi, J. Y., & Kang, K. K. (2009). A study on the model restructure of practical arts (technology and home economics) curriculum to develop Korean's key competencies in the future. KICE Research Report, RRC 2009-10-2.
  7. Garvey, W. D., & Griffith, B. C. (1972). Communication and information processing within scientific disciplines: Empirical findings for psychology. Information Storage and Retrieval, 8, 123-126. https://doi.org/10.1016/0020-0271(72)90041-1
  8. Gyeonggi Instutute of Education (2012). 2012 Gyeonggi innovation education plan. Gyeonggi Instutute of Education.
  9. Gyeonggi Provincial Office of Education (2014). 2014 Creative-intelligence education plan. Gyeonggi Provincial Office of Education.
  10. Gyeonggi Provincial Office of Education. (2012). 2012 Gyeonggi curriculum in Korea. Gyeonggi Provincial Office of Education.
  11. Hodson, D. (1994). Redefining and reorienting practical work in school science. Teaching Science, 159-163.
  12. Hong, W. P., Lee, K. H, & Lee, E. Y. (2010). Exploring how to implement competence-based curriculum in Korean schools: Based on foreign cases. KICE Research Report, RRC 2010-2.
  13. Jung, Y. R. (2008). Science curricula from the perspective of competemcies (Master's thesis). Seoul National University, Seoul.
  14. Kim, H. N. & Lee, Y. J. (2012). A Study on core competencies of science-gifted students based on teachers' and students' perspectives. Journal of the Korean Association for Research in Science Education, 32(7), 1241-1251. https://doi.org/10.14697/jkase.2012.32.7.1241
  15. Klieme, E., Avenarius, H., Blum, W., Dobrich, P., Gruber, H., Prenzel, M., Reiss, K., Riquarts, K., Rost, J., Tenorth, H., & Vollmer, H. (Eds.) (2004). The development of national educational standards. Berlin: BMBF.
  16. Kwak, Y. S. (2012a). Research on ways to improve science teacher education to develop students` key competencies. Journal of the Korean Earth Science Society, 33(2), 162-169. https://doi.org/10.5467/JKESS.2012.33.2.162
  17. Kwak, Y. S. (2012b). Research on ways to improve science teaching methods to develop students` key competencies. Journal of the Korean Association for Research in Science Education, 32(5), 855-865. https://doi.org/10.14697/jkase.2012.32.5.855
  18. Kwak, Y. S., Goo, J. O., Kim, M. Y., Son, J. W., & Noh, D. K. (2013). An analysis of the current issues of the national curriculum in science and some suggestions for the principles and methods of science curriculum development. KICE Research Report, CRC 2013-23
  19. Lee, K. E. (2011). Direction of discussions on the key competence in developing the music curriculum. Journal of Music Education Science, 13, 1-15.
  20. Lee, K. H., Kwak, Y. S., Lee, S. M., & Choi, J. S. (2012). Design of the competencies-based national curriculum for the future society. KICE Research Report, RRC 2012-4.
  21. Lee, K. W., Min, Y. S., Jeon, J. C., Kim, M. Y., & Kim, H. J. (2008). A study on developing a key competence in the primary/secondary school curriculum for the future of Koreans(II). KICE Research Report, RRC 2008-7-1.
  22. Lee, K. W., Jeon, J. C., Huh, K. C., Hong W. P., & Kim, M. S. (2009). Redesigning elementary and secondary school curriculum for developing future Koreans' core competences. KICE Research Report, RRC 2009-10-1.
  23. Lee, S. M. (2012). A case study on the competency-based curriculum development in Hessen. The Journal of Curriculum Studies, 30(1), 151-174. https://doi.org/10.15708/kscs.30.1.201203.007
  24. National Research Council. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards. Washington, D. C.: The National Academies Press.
  25. New Zealand Ministry of Education. (2007). New Zealand primary and secondary (Level 1-8) curriculum. Wellington: New Zealand Ministry of Education.
  26. OECD (2003). Definition and selection of competencies: Theoretical and conceptual foundation. OECD Press.
  27. OECD (2005). Definition and selection of key competencies: Executive summary. DeSeCo Project, OECD Press.
  28. Powell, J. & Anderson, R. D. (2002). Changing teachers' practice: Curriculum materials and science education reform in the USA. Studies in Science Education, 37, 107-135. https://doi.org/10.1080/03057260208560179
  29. QCA(2007). The national curriculum: UK lower secondary (ks3) curriculum; Science. Qualifications and Curriculum Authority.
  30. Schweingruber, H. A., Duschl, R. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, D. C. National Academies Press.
  31. Singapore Ministry of Education. (2007). Singapore lower secondary curriculum: Science. Singapore: Singapore Ministry of Education.
  32. Spektor-Levy, O., & Eylon, B. (2008). Teaching communication skills in science: Tracing teacher change. Teaching and Teacher Education, 24, 462-477. https://doi.org/10.1016/j.tate.2006.10.009
  33. So, K. H. (2006). An investigation on new approaches to curriculum design for the knowledge-based society. The Journal of Curriculum Studies, 24(3), 39-59.
  34. So, K. H. (2007). "Competency" in the context of schooling: It's meaning and curricular implications. The Journal of Curriculum Studies, 26(3), 1-21.
  35. So, K., Lee, S., & Park. J. (2007). Review on curriculum reform in the Canadian province of Quebec: The possibilities and limitations of competency-based curriculum. Korean Journal of Comparative Education, 17(4), 105-128.
  36. So, K. H., Lee, S. E., Lee, J. H., & Heo, H. I. (2010). Review on curriculum reform in the New Zealand: Implementation of key competencies-based curriculum. Korean Journal of Comparative Education, 20(2), 27-50.
  37. Yates, L., & Collins, C. (2008). Australian curriculum 1975-2005: What has been happening to knowledge? Paper presented at symposium: Australian Curriculum as 'Really Useful' Educational Research. Brisbane, Australia.
  38. Yoon, H. G., & Park, S. J. (2000). The change of middle school students' motivation for investigation through the extended science investigations. Journal of the Korean Association for Research in Science Education, 20(1), 137-154.
  39. Yoon, H. J., Kim, Y. J., Lee, K. W., & Jeon, J. C. (2007). A study on developing a key competence in the primary/secondary school curriculum for the future of Koreans. KICE Research Report, RRC 2007-1.
  40. Yoon, H. J., Yoon, Y. J., & Woo, A. J. (2011). High school science teachers' perceptions of the 2009 revised science curriculum and the science textbook. Journal of Research in Curriculum Instruction, 15(3), 757-776. https://doi.org/10.24231/rici.2011.15.3.757

피인용 문헌

  1. Students' Perception of Scratch Program using High School Science Class vol.35, pp.1, 2015, https://doi.org/10.14697/jkase.2015.35.1.0053
  2. Analysis of Awareness of Teachers for Core Competencies and Scientific Core Competencies vol.35, pp.4, 2016, https://doi.org/10.15267/keses.2016.35.4.426
  3. The Research Trends in Core Competency Education in Finland: With Special Emphasis on the Analysis of Elementary Science Education vol.19, pp.3, 2015, https://doi.org/10.24231/rici.2015.19.3.645
  4. 거꾸로 수업을 지원할 수 있는 과학교과서 모형 개발 연구 vol.40, pp.1, 2014, https://doi.org/10.21796/jse.2016.40.1.90
  5. Analysis of Science Teachers' Perception of Flipped Learning vol.20, pp.2, 2014, https://doi.org/10.24231/rici.2016.20.2.152
  6. 초등 과학 교과서에 제시된 ‘생태계 속 생물의 역할’과 관련된 과학 용어 분석 vol.45, pp.1, 2014, https://doi.org/10.15717/bioedu.2017.45.1.30
  7. Korean Academic Listening Curriculum based on Core Competency vol.36, pp.None, 2014, https://doi.org/10.18625/jsc.2017..36.213
  8. 과학영재학교, 과학고, 일반고의 운영 형태에 대한 인식 비교 - 과학영재교육 수혜자들의 교육 경험을 중심으로 - vol.37, pp.4, 2014, https://doi.org/10.14697/jkase.2017.37.4.625
  9. Trends in International Researches of Biology/Science Education ‒ Focused on Science Competency Research ‒ vol.46, pp.1, 2014, https://doi.org/10.15717/bioedu.2018.46.1.111
  10. 고등학생들의 과학적 역량에 있어서 과학수업 활동과 학습동기의 역할 -경로모형의 검증- vol.38, pp.3, 2014, https://doi.org/10.14697/jkase.2018.38.3.407
  11. 지식정보처리역량에 대한 과학교사의 인식 조사 vol.38, pp.5, 2014, https://doi.org/10.14697/jkase.2018.38.5.693
  12. 과학 역량 모델의 제안과 과학 교육과정에의 적용 vol.39, pp.2, 2014, https://doi.org/10.14697/jkase.2019.39.2.207
  13. 과학교과 역량의 다면적 이해와 쟁점의 탐색: 일반 핵심역량과의 관계를 고려하여 vol.43, pp.1, 2014, https://doi.org/10.21796/jse.2019.43.1.94
  14. 2015 개정 교육과정 과학과 교과역량에 대한 초등교사의 인식과 적용 실태 분석 vol.39, pp.2, 2014, https://doi.org/10.15267/keses.2020.39.2.219