2015 개정 교육과정 통합과학 및 과학탐구실험의 수행평가에 반영된 과학과 핵심역량 분석

Abstract

The talents needed in the future society are 'creative convergence talents' with the ability to cooperate and solve problems. In order to foster this, the 2015 revised curriculum introduced core competencies and implemented happy learning through improving the quality of learning experiences. It is presented as a vision (Ministry of Education, 2015a). To accomplish this aim, the “curriculum-lesson-assessment” should be organically linked so that teachers and students interact. The purpose of this study was conducted to analyze the science and core competencies reflected in the performance assessment scoring criteria of the 2015 revised curriculum integrated science and science inquiry experiment subjects, to diagnose evaluations conducted in the field, and to suggest suggestions for the future direction. For this purpose, the difference between each subject, unit, school, and performance assessment type was analyzed by analyzing the science core competencies and sub-items reflected in the performance assessment scoring criteria of 10 integrated science and science inquiry experiment subjects in Gyeonggi Province. The research results were as follows. The core competencies in the integrated science performance evaluation scoring criteria were highest in the order of scientific thinking ability, scientific communication ability, and scientific inquiry ability, and the scientific exploration experiment performance evaluation scoring criteria were in the order of scientific inquiry ability, scientific thinking ability, and scientific communication ability. Appeared high. As sub-categories, 'logical thinking' was high in both integrated science and scientific exploration experiments, ‘using various methods of expressing opinions' and 'collecting data through basic exploration functions' were high. The distribution of science and core competencies reflected in the performance assessment scoring standards differed by school, suggesting that teacher comprehension is required to educate a balanced core competencies according to individual teachers' competencies and important parts. Depending on the content of the unit, the science and core competencies reflected in the performance assessment scoring standards also show differences, especially in the case of scientific inquiry experiments. This tendencies are similar to the distribution of core competencies in textbook exploration activities, so when teachers reorganize the curriculum, they analyze the core competencies of textbook inquiry activities and curriculum achievement standards to compensate for the lack of lessons and evaluation plans.