한국과 뉴질랜드의 화학 교육과정 비교
Comparative Analysis of Chemistry Curriculum between Korea and New Zealand
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초록
본 연구는 우리나라와 뉴질랜드의 화학 교육과정을 비교 분석하였다. 양국은 교육과정을 통해 핵심 역량을 기르고자 함 을 명시하고 있으며, 총론에서 제시한 핵심 역량이 서로 유사하였다. 우리나라는 과학 교과의 핵심 역량을 제시하였는데, 뉴질 랜드가 과학의 본성 영역에서 제시한 4가지 성취 목표와 유사하였다. 특징적으로, 뉴질랜드는 교육과정 성취기준과 NCEA 성취 기준에서 핵심 역량을 함양할 수 있는 성취기준들이 별도로 제시하고 이를 내적 평가를 통해 학생들을 평가하고 있었다. 우리나 라와 뉴질랜드의 고등학교 화학 과목에서 다루고 있는 개념은 유사하였는데, 화학I 과목의 경우 뉴질랜드의 교육과정 7단계에, 화학II 과목의 경우 뉴질랜드의 7~8단계에 해당하는 것으로 나타났다. 양국이 다루는 화학 내용에서 차이가 있는 개념은 탄화수 소, 이상 기체 방정식, 총괄성, 분광학 데이터의 이해 등이었다.
Abstract
The purpose of this study is to analyze the chemistry curriculum between Korea and New Zealand. Both countries state that they want to cultivate their key competencies through the curriculum, and Korea’ key competencies are similar to New Zealand’. Also, we find a strong correlation between key competencies of Korea science and achievement aims of the nature of science in New Zealand. Specially, the achievement standards that cultivate the key competencies are presented separately in New Zealand curriculum and NCEA, and confirms the achievement level through internal evaluation. By comparison, the curriculum content for chemistry is a good fit because of the overlap in the content. The Chemistry I is in the 7th level of New Zealand curriculum and the Chemistry II is in the 7th and 8th levels of New Zealand. However, there are some differences in hydrocarbon, ideal gas equation, colligative property and understanding of spectroscopic data.
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