대학 화학 교육과정에서 역량 교육 통합 추세와 그 함의
Trends in the Integration of Generic Skills to College Chemistry Curriculum and their Implications
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대학 이공계 교육은 전통적으로 전공지식과 과학적 방법론에 집중되었다. 그러나 최근의 세계적추세는 대학 이공계 교육에서 학문의 범위를 넘어 의사소통, 사회적 책임과 윤리, 팀 스킬 등의 일반적인능력을 강조하고 있고, 포용성과 접근성 확보를 위해 정규 교육과정에 일반능력 교육을 통합하는 것이다. 그 바탕에는 화학 전공자도 전공지식 뿐 아니라 일반능력의 개발이 필요하며, 화학 교육과정의 다양한맥락에서 일반능력을 효과적으로 훈련할 수 있다는 인식이 있다. 이 논문은 미국, 유럽, 호주의 사례에서학생들의 일반능력 함양을 위한 교육이 대학 정규 화학교육 과정에 통합된 배경과 과정을 다룬다. 미국 화학회, 호주 왕립화학회 및 유럽 화학회는 각각 ACS 프로그램 승인, 화학 최소학습성과 및유로학사학위체계 등 인증을 통해 일반능력을 포함한 새로운 대학 화학교육의 표준을 정립해오고있다. 대학 화학 교육과정에서 일반능력을 함양하기 위해서 교육과정 설계에서부터 교수-학습 방법과평가까지의 근본적인 변화가 필요하다. 이를 위해서 교수들의 주체적인 참여가 필수적이기 때문에학계와 정부의 협력과 그리고 정부의 재정적 제도적 지원이 반드시 필요하다. 충분한 논의와 준비없이 정부 재정지원 사업과 연계한, 성급한 역량중심교육으로의 전환 요구에 대한 국내 학계의 비판을고려할 때, 위의 세 사례에서 정부와 학계의 상호 존중과 협력이 시사하는 바에 주목할 필요가 있다.
Abstract
University science and engineering education has traditionally focused on science knowledge and scientific methods. However, the recent global trends are to emphasize generic abilities and skills such as communication skills, personal and social responsibility, ethics, and team skills that go beyond science when it comes to university science and engineering education. Furthermore, the current trends aim to incorporate generic abilities and skills into the regular science curriculum to ensure inclusiveness and accessibility. Based on these factors, there is the perception that chemistry professionals need to develop generic skills as well as chemistry knowledge, and that generic skills can be effectively developed in various contexts in the field of chemistry itself. This article presents the background and process in which education for cultivating students' generic abilities and skills is integrated into the college chemistry curriculum in the case of the United States, Europe, and Australia. The American Chemical Society, the Royal Australian Chemical Institute, and the European Chemical Society have established new standards for their chemistry bachelor programs, including generic abilities and skills, through accreditation such as the ACS Approval program, Chemistry Threshold Learning Outcomes (CTLO), and the Eurobachelor® framework, respectively. In order to cultivate students’ generic abilities and skills in college chemistry education, a fundamental change from curriculum design to one that emphasize teaching-learning methods and evaluations is needed. To this end, professors' active participation is essential, so cooperation between academia and the government and financial and institutional support from the government are needed. Considering the criticism coming from academia for the demands for all universities to rapidly change into competency-based education in connection with the government’s financial support, all of which is taking place without sufficient discussion and preparation in Korea, it is worth noting the implications of mutual respect and cooperation between the government and academia in the aforementioned three cases.
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