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미래 교육 및 미래 학교의 전망을 통한 과학교육의 방향과 과제

The Directions and Challenges of Science Education Based on the Prediction of Future Education and Schools

조헌국
교과교육연구소 (Research Institute of Curriculum & Instruction)|2021.02|교과교육학연구 (Journal of Research in Curriculum Instruction)|제25권 제1호|pp. 61-78|DOI 10.24231/rici.2021.25.1.61

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키워드

유동성연결주의ConnectionismFluidity미래 교육미래 학교적응형 학습Future schoolFuture educationAdaptive Learning

초록

본 연구는 국내외 미래 교육 및 미래 학교의 모습과 관련된 다양한 문헌 조사의 결과를 토대로 다가올 미래 교육의 특징이 무엇인지 파악하고 그에 따라 우리나라 과학교육의 측면에서 필요한 과제를 교육환경을 중심으로 제시하고자 하였다. 교육에 대한 과거와 현재, 미래로 이어지는 주류 교수학습이론을 비교함으로써 미래 교육환경 변화와 일맥상통하는 이론으로 연결주의적 관점을 제시하고, 이에 따라 미래 교육의 특징을 경계 허물기 또는 유동성이라 규정짓고 이에 따른 변화를 5가지로 요약하였다. 미래교육에서의 유동적 특징은 교수자와 학습자의 경계, 교수자의 역할과 기능, 교수자의 전문성과 역량, 교육과정과 내용의 범위, 교수학습 환경의 시공간 경계가 사라지고 모호해진다는 것으로 정의된다. 이에 본 연구는 제시된 유동성의 특징에 따라 필요한 교육환경의 변화와 교수학습 전략을 제시하고, 우리나라의 교육환경 개선과 교사 교육 측면에서의 시사점을 제시하였다.

Abstract

This study aimed at learn the features of future education based on the literature review on future education and schools and addressing some implications to enhance science education in Korea, with a focus on the pedagogical environment. As a strategy to learn the future from the past, this study compared different prevailing theories from the past to the present, and suggested perspectives of connectionism as a theory for contemporary changes driven by the emerging technologies. Thus study articulates the salient features of future education, so-called fluidity, in accordance with the connectionism: the blurry territory between teachers and learners, the changing role of teachers, varying professional competencies, the uncertain range of curriculum and contents, and the ambiguous boundary of space-time in learning context. Based on the results of this study, the researcher drew implications to overcome the facing issues in science education and teacher education.

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