DOI QR코드

DOI QR Code

Exploration of Support Plans for 2015 Integrated Science Curriculum through the Performance Evaluation of Implemented Teacher Training Programs

교사연수 성과평가를 통한 2015 통합과학 교육과정 현장 정착 방안 탐색

  • Received : 2019.01.29
  • Accepted : 2019.02.25
  • Published : 2019.04.30

Abstract

The purpose of this study is to derive ways to support Integrated Science curriculum implementation by evaluating the results of Integrated Science teacher training programs conducted by the Ministry of Education to support the settlement of 2015 revised Integrated Science curriculum. Teachers' output from the teacher training programs and interviews with training instructors in the 2017 Integrated Science Leading Teacher Training program were analyzed to derive the features of the Integrated Science curriculum and support plans for the implementation of Integrated Science in schools. Teachers who participated in the 2017 Integrated Science Leading Teacher Training program developed teaching, & learning and evaluation plans through participatory training sessions, where the achievement standards most selected by teachers were [10IS08-03] and [10IS09-04]. Through the text mining analysis of these achievement standards, we explored the implementation realities such as reconstruction of achievement standards, teaching and learning methods, learning materials, evaluation methods, and subject competencies. In addition, we analyzed exemplary reconstruction models of achievement standards in light of best integrated instruction, student-participatory instruction, and developing science competencies. Based on the results, we propose teacher training support plans and further studies for the implementation and settlement of the Integrated Science curriculum.

본 연구의 목적은 2015 개정 교육과정의 신설과목인 통합과학의 현장안착을 지원하기 위해 교육부에서 실시한 통합과학 선도교원 연수에 대한 성과평가를 통해 통합과학 교육과정 지원 방안을 도출하려는 것이다. 2017년도 통합과학 선도교원연수를 중심으로 연수에 참여한 교사들이 개발한 연수 산출물, 연수강사로 참여한 과학교사들과의 심층면담 등을 분석하여 통합과학 선도교원 연수에서 드러난 통합과학 교육과정의 특성과 통합과학 교육과정 현장 안착을 위한 지원 방안을 도출하였다. 2017년도 통합과학 선도교원 연수에 참여한 교사들은 연수를 통해 통합과학 교수 학습 및 평가 계획을 개발하였는데, 교사들이 가장 많이 선택한 성취기준은 [10통과08-03]과 [10통과 09-04]였다. 이들 성취기준에 대해 텍스트마이닝 분석을 통해 성취기준 재해석, 교수학습 방법, 학습소재, 평가방법, 교과역량 등의 구현 실태를 탐색하였다. 또한 2015 통합과학 교육과정의 성취기준 재구성 모델 사례를 통합 우수 사례, 학생 참여형 수업 우수 사례, 교과역량 신장 우수 사례 등으로 구분하여 각각의 특징을 분석하였다. 연구결과를 토대로, 통합과학 교육과정 현장 안착을 위한 연수 지원방안과 후속 연구를 제안하였다.

Keywords

GHGOBX_2019_v39n2_197_f0001.png 이미지

Figure 1. Examples of Word clouds analysis for the achievement standard [10통과08-03]

GHGOBX_2019_v39n2_197_f0002.png 이미지

Figure 2. Example of Word clouds analysis for the achievement standard [10통과09-04]

Table 1. Distribution of achievement standards selected by groups

GHGOBX_2019_v39n2_197_t0001.png 이미지

Table 2. Comparison of frequent key words: Achievement standard [10통과08-03]

GHGOBX_2019_v39n2_197_t0002.png 이미지

Table 3. Comparison of frequent key words: Achievement standard [10통과09-04]

GHGOBX_2019_v39n2_197_t0003.png 이미지

References

  1. Chung, M., Kim, K., Ryoo, S., Kim, B., & Park, S. (2011). Elementary and Secondary School Teachers' Demands for Teacher Education Curriculum Reform. The Journal of Korean Teacher Education. 28(3), 287-306. https://doi.org/10.24211/tjkte.2011.28.3.287
  2. Feinerer, I. and Hornik, K. (2017) Tm: Text Mining Package (Version 0.7-1). https://CRAN.R-project.org/package=tm
  3. Kim, Y., Jeon, J., & Lee, J. (2016). Study on improvement of teachers' college curriculum. Seoul: KOFAC.
  4. KOFAC (2015). Development research of 2015 revised draft subject curriculum II: science curriculum (Research report BD15110002). Seoul: KOFAC.
  5. KOFAC (2018). Report on 2017 teacher training achievement of Integrated Science. Seoul: KOFAC.
  6. Koo, J. (2015). A Reflective Research about the Development of Curriculum 'Integrated Social Studies' in 2015. Theory and Research in Citizenship Education, 47(3). 1-29.
  7. Kwak, Y. (2017). Directions and major changes of 2015 revised Integrated Science and Science Inquiry Experiment. In KOFAC, 2017 Leading teacher training program for Integrated Science (pp. 31-52). Seoul: KOFAC.
  8. Lee, H., Kim, N., Kim, M., Kim, B., Kim, J., & Kim, H. (2017). Korean classroom innovation, current status and prospects. Report of the National Association of Superintendent.
  9. Michalke. M. (2017). Package koRpus: An R Package for Text Analysis (version 0.10-2). http://reaktanz.de/?c=hacking&s=koRpus.
  10. MOE (2015a). Overview of Elementary and Secondary School Curriculum. MOE Notification No. 2015-74[supplement 1].
  11. MOE (2015b). Science Curriculum. MOE Notification No. 2015-74 [supplement 9].
  12. MOE (2017). Key directions for the 2018 Teacher Training Program. MOE document.
  13. Shin, Y., Kwak, Y., Kim, K., Noh, K., Park, C., Son, Y. ... Ji, J. (2016). Development of teaching and learning materials for the 2015 revised curriculum - Integrated Science & Science Inquiry and Experiment. MOE.Daejeon Metropolitan City Office of Education.

Cited by

  1. 중등학교 과학교사들의 공통과학 교사자격증 유무에 따른 통합과학교육과 지속가능발전교육에 대한 인식 vol.12, pp.3, 2019, https://doi.org/10.15523/jksese.2019.12.3.224
  2. 초·중등 과학교사들의 통합과학교육에 대한 인식과 교사 전문성에 관한 10년 주기(2008-2018) 비교 연구 vol.39, pp.6, 2019, https://doi.org/10.14697/jkase.2019.39.6.717
  3. 2015개정 과학과 선택과목 수업 및 평가에 대한 교사들의 인식 탐색 vol.41, pp.3, 2019, https://doi.org/10.14697/jkase.2021.41.3.183