• Title/Summary/Keyword: 21세기 역량

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A Comparative Study of Scientific Literacy and Core Competence Discourses as Rationales for the 21st Century Science Curriculum Reform (21세기 과학 교육과정 개혁 논리로서의 과학적 소양 및 핵심 역량 담론 비교 연구)

  • Lee, Gyeong-Geon;Hong, Hun-Gi
    • Journal of The Korean Association For Science Education
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    • v.42 no.1
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    • pp.1-18
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    • 2022
  • The two most influential rationales for the 21st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

Exploration of Information Subject-centered Curriculum Integration Strategies for 21st Century Key Competencies Extension (21세기 핵심역량 신장을 위한 정보교과 중심의 통합 교육과정 전략 탐색)

  • Huh, Min;Lee, Tae-Wuk
    • Journal of the Korea Society of Computer and Information
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    • v.19 no.2
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    • pp.253-261
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    • 2014
  • Recently as the focal point of interdisciplinary integration of learner's key competencies have been increased, it was the real solution to avoid excessive curriculum and reconfiguration of curriculum to provide actual learning opportunities. The purpose of this paper was to investigate information subject-centered inclusive education strategies for 21st century key competencies extension by Delphi study. As a result by a total 3 round Delphi method, information subject-centered curriculum integration for key competencies extension was to understand why they should be integrated and what can makes it com true. This elicited the consensual agreements of experts about information subject-centered curriculum integration aims, methods, contents, and evaluations ets. As a result, this study offers strategies of information subject-centered curriculum integration applicable to elementary and middle schools.

Development of Tools to Evaluate the Effectiveness of Smart Education and Digital Textbooks (스마트교육.디지털교과서 효과성 검증 도구 개발)

  • Kim, Jeongrang;Kim, Youngshin;Han, Sungwan;Kim, Soohwan;Kye, Bokyung
    • Journal of The Korean Association of Information Education
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    • v.18 no.2
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    • pp.357-370
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    • 2014
  • The purpose of this research was to develop the tools needed to evaluate the effectiveness of using digital textbooks and smart education. We then developed the tools to evaluate the effectiveness of smart education and digital textbook utilization, which were an identification of 1) seven essential 21st century skills, definitions of each, and prerequisite abilities; 2) five 21st century teacher competencies, definitions of each, and prerequisite abilities; To develop the questionnaire, we conducted a literature review in this area, consulted experts, observed classes, interviewed members of focus groups, and met with policy makers from the Ministry of Education and KERIS. The student questionnaire(26 Questions developed) included; creativity and innovation, critical thinking and problem solving, communication, collaboration, ICT literacy, self-directed learning, and adaptability. The teacher questionnaire(24 questions developed) included; 21st Century Skills, ICT Literacy, Rapport building with learners, Instructional design, Evaluation and reflection. The tools we developed will be able to use for evaluating the effectiveness of smart education and digital textbooks.

The Practice of a Computational Thinking Class to Improve Communication and Cooperation Skills (의사소통 및 협업 능력 향상을 위한 컴퓨팅 사고력 수업의 실제)

  • Lee, Yu-Ra;Kim, Taeyoung
    • Proceedings of The KACE
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    • 2018.08a
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    • pp.163-166
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    • 2018
  • 최근 들어 각국에서는 21세기 핵심역량을 규명하고, 이러한 핵심역량을 학교 교육을 통해 배양하게 하는 것이 교육 정책의 한 축을 이루고 있다. 이는 교과 중심의 전통적인 학교 교육으로는 급격하게 변화하고 있는 21세기 사회에서 성공적인 삶을 살아가는데 필요한 것들을 교육시키는 데 한계가 있다는 반성에서 기인한다. 이러한 노력에도 최근의 연구와 설문조사에 따르면 가장 부족한 핵심역량이 의사소통 및 협업 능력이라고 나타났다. 이에 본 연구에서는 의사소통 및 협업 능력 신장을 위해 최근 정보 교육이 이러한 핵심역량을 키우기 위해 초점을 맞추고 있는 컴퓨팅 사고력 교육 수업에 어떻게 적용할 수 있을지 사례를 제시하고자 한다.

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연구역량 측면에서 본 한국 대학의 국제경쟁력

  • Lee, Yeong-Mu
    • 대학교육
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    • s.136
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    • pp.7-14
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    • 2005
  • 한국의 고등교육을 담당하고 있는 대학에서 연구중심대학의 필요성은 세계 경제의 급속한 통합과정과 밀접한 관계가 있다. 21세기 지식기반 사회에서 국가경쟁력은 그 국가가 보유한 연구중심대학의 역량에 의해 크게 좌우되기 때문이다.

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Establishing the Concept of ICT-Based Creative Talented Persons (ICT기반 창의인재상 정립에 관한 연구)

  • Lee, Jaeho;Jin, Sukun;Shin, Hyunkyung
    • Journal of Internet Computing and Services
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    • v.17 no.5
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    • pp.141-150
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    • 2016
  • This study proposed the concept model of ICT-based Creative Talented Persons as the type of persons that gifted education in the ICT area should cultivate for the 21st century. The model of ICT-based Creative Talented Persons is made of three dimensions by 3 core competencies, 9 traits, and 27 characteristics. The field experts, that is, teachers on elementary and secondary school levels evaluate the validity of the model. Teachers expressed positive opinions about the validity of the multi-dimension model of ICT-based Creative Talented Persons. We expect that this model can provide a useful guide to designing and operating ICT education and ICT gifted education for cultivating talented persons to contribute for the future society.

Analysis of Learner Competencies through Digital Textbooks and Smart-Learning (디지털교과서 및 스마트교육을 통한 학습자 역량 분석)

  • Han, Seonkwan;Kim, Sanghong
    • Journal of The Korean Association of Information Education
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    • v.19 no.2
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    • pp.207-214
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    • 2015
  • In this study, we research an analysis of learner competency with students in 16 smart education research schools. The result of analysis, 2-year students showed a highly regarded competences which are the learner competencies in all areas than 1-year students. And the urban students was higher than rural students. This means that urban students have higher awareness of the learner competencies than rural students. Lastly, in a comprehensive analysis of each school year, the statistical differences between elementary and middle school did not appear. However, in the elementary, middle and high school between the difference was statistically.

The Development of Abstractable Competency Assessment Standards for the Measurement of Computational Thinking (컴퓨팅 사고력 측정을 위한 추상화 역량 평가 기준 개발)

  • Ju, Yeojin;Ma, Daisung
    • Journal of The Korean Association of Information Education
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    • v.22 no.3
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    • pp.375-383
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    • 2018
  • Wing, J. M. emphasized the importance of computational thinking competency to live in the 21st century. In this study, the abstraction of computational thinking is classified into object abstraction, data abstraction, and procedural abstraction through related studies. In addition, abstraction achievement and assessment standards were developed for the abstractable competency assessment. As a result of applying to the school site, the students showed that the object abstraction and the data abstraction competency which are expressed in writing and drawing, they are excellent in solving the problem. However, students hard to write a computer program. The abstractable competency assessment developed in this study will help teach students to teach software education.

A Study on a Convergence Education System to Improve University Students' Life Competencies (대학생의 생애역량 강화를 위한 융복합형 교육시스템 모색)

  • Kim, Bu-Ja;Kim, Jun-Whai
    • Journal of Digital Convergence
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    • v.12 no.12
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    • pp.173-180
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    • 2014
  • Life competencies most required for university students, who receive a higher education and prepare to go into society, are job competencies. People with a variety of competencies are needed in the job market in a globally-oriented 21st-Century knowledge-based society. Now that raising competent people who have a high level of job competency is regarded as one of university functions, a way to improve job competencies through university education needs to be investigated. This study proposes a convergence education system to improve job competencies. The convergence education system includes five type of convergence: convergence in major fields of study, convergence in education courses, convergence in education space, convergence in education methods, and convergence in education period. This education system is expected to improve a variety of job competencies including cognitive competencies, non-cognitive competencies, and global competencies.