차기 교육과정 운영 방안 탐색을 위한 2015 개정 과학과 교육과정에 대한 교사들의 인식 조사
A Study on Middle School Teachers’ Perceptions on the 2015 Revised Science Curriculum for Exploring the Ways to Operate the Next Revised Curriculum
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigated middle school teachers' perceptions of the 2015 revised science curriculum and the difficulties surrounding its implementation to identify the support for teachers to implement the 2022 revised curriculum successfully. A survey was conducted on 183 middle school science teachers nationwide, and interviews were conducted with 4 teachers. These teachers were found to recognize the competency of ‘scientific participation and lifelong learning ability’ to be at a relatively lower level than average. The participants perceived the difficulty level of content on the curriculum as normal, and the volume of content on the curriculum was considered to be lower level than average. They were found to be moderately aware of the extent to which the newly introduced 'integrated units' met their purpose. The participants recognized the 'learning centered on student participation' and 'class design for non-major units' as the most difficult aspects of teaching a science class. Regarding assessment, they judged 'observing and recording students' cognitive and affective growth and development process', 'process-centered assessment', and 'provision of feedback tailored to individual characteristics of students' to present the biggest challenge. The main ideas of the 2022 revised curriculum are similar to the 2015 revised curriculum. Therefore, it is necessary to prepare a plan to review field suitability of the concepts currently within the curriculum, and to provide teaching and learning materials, configure a multi-disciplinary science training program, and ensure the conducting of the process-centered assessment for the next revised curriculum.
Abstract
This study investigated middle school teachers' perceptions of the 2015 revised science curriculum and the difficulties surrounding its implementation to identify the support for teachers to implement the 2022 revised curriculum successfully. A survey was conducted on 183 middle school science teachers nationwide, and interviews were conducted with 4 teachers. These teachers were found to recognize the competency of ‘scientific participation and lifelong learning ability’ to be at a relatively lower level than average. The participants perceived the difficulty level of content on the curriculum as normal, and the volume of content on the curriculum was considered to be lower level than average. They were found to be moderately aware of the extent to which the newly introduced 'integrated units' met their purpose. The participants recognized the 'learning centered on student participation' and 'class design for non-major units' as the most difficult aspects of teaching a science class. Regarding assessment, they judged 'observing and recording students' cognitive and affective growth and development process', 'process-centered assessment', and 'provision of feedback tailored to individual characteristics of students' to present the biggest challenge. The main ideas of the 2022 revised curriculum are similar to the 2015 revised curriculum. Therefore, it is necessary to prepare a plan to review field suitability of the concepts currently within the curriculum, and to provide teaching and learning materials, configure a multi-disciplinary science training program, and ensure the conducting of the process-centered assessment for the next revised curriculum.
참고문헌 (31)
- "BC’s curriculum" (2015)[URL]
- The 2015 Revised National Curriculum Implementation: Focusing on Moral Education, Social Studies, Mathematics, Science, Technology·home Economics, and Informatics in Middle School, "Byun, H.", Korea Institute for Curriculum and Evaluation, ~, pp.RRC 2021-9-2 (2021)
- 변태진, "2015 개정 교육과정‘과학탐구실험’운영 실태 조사", 한국과학교육학회지, 39(5), pp.669~679 (2019), 한국과학교육학회[DOI]
- 최인선, "스웨덴 수학과 교육과정의 특징 분석", 교과교육학연구, 24(6), pp.559~574 (2020), 교과교육연구소[DOI]
- Edelson, D. C., "Addressing the challenges of inquiry-based learning through technology and curriculum design", Journal of the Learning Sciences, 8(3-4), pp.391~450 (1999)
- "Pre-primary, primary and secondary education" (2014)[URL]
- Hestenes, D., "Toward a modeling theory of physics instruction", American Journal of Physics, 55(5), pp.440~454 (1987)
- A Study on the Development of a Draft 2015 Revised National Science Curriculum (Ⅱ), "Jang, Y.", Foundation for the Advancement of Science and Creativity Research, ~, pp.Foundation for the Advancement of Science and Creativity Research Report BD15110002 (2015)
- 정은영, "2015 개정 과학과 교육과정 실행에 대한 초 · 중학교 교사의 인식 조사", 제주대학교 교육과학연구, 22(3), pp.29~52 (2020), 교육과학연구소[DOI]
- 김현경, "2015 개정 과학과 교육과정의 적용에 대한 초⋅중학교 교사의 인식과 요구", 한국과학교육학회지, 37(1), pp.103~112 (2017), 한국과학교육학회[DOI]
- A Study on the Development of a Draft General Theory of Integrated Liberal Arts and Science Curriculum, "Kim, K", Ministry of Education, ~ (2014)
- Korp, H., "Individual development plans in the Swedish comprehensive school: Supporting high quality learning and equity, or rote learning and social reproduction?", Scandinavian Journal of Educational Research, 63(2), pp.229~244 (2019)
- 이현주, "2015 개정 과학과 교육과정에서 강조하는 핵심개념과 교과역량의 현장 적용에 대한 중학교 과학교사 및 학생의 인식", 제주대학교 교육과학연구, 22(2), pp.1~23 (2020), 교육과학연구소[DOI]
- 이경화, "과정 중심 평가의 실행을 위한 방향 탐색", 수학교육학연구, 26(4), pp.819~834 (2016), 대한수학교육학회
- A Study on Content Curriculum Mapping of Korea in the OECD Education 2030 Project, "Lee, M. K.", Korea Institute for Curriculum and Evaluation, ~, pp.RRC 2018-12 (2018)
- 이신영, "PISA 2018 교사 설문에 나타난 우리나라 중등교사들의 교사 전문성 계발에 대한 인식과 실천: 미국, 영국, 대만과의 비교를 중심으로", 학습자중심교과교육연구, 23(8), pp.427~444 (2023), 학습자중심교과교육학회[DOI]
- 임유나, "핀란드 2014 개정 국가 교육과정의 특징 분석: 역량 구현 방식을 중심으로", 교육과정연구, 35(1), pp.145~171 (2017), 한국교육과정학회
- Linn, M. C., "Handbook of Educational Psychology" (1996), Macmillan
- Ministry of Education, , 2015
- Ministry of Education, ".", 2015
- MOE Press Materials, , 2020
- "Ministry of Education·KICE", 2022
- "21st-centurycompetencies" (2023)[URL]
- National Research Council, "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (2012), National Academies Press
- "The definition and selection of key competencies: Executive summary" (2005)[URL]
- OECD, "OECD Future of Education and Skills 2030 : OECD Learning Compass 2030 : A Series of Concept Notes" (2019), OECD Publishing
- 2022 Revision Science Curriculum Draft (Final Draft) Development Policy Study, "Shin, Y.", Korea Foundation for the Advancement of Science and Creativity, ~, pp.Research Report D30100007 (2022)
- 심재호, "2015 개정 과학과 교육과정에 따른 중등 과학 교사의 교수･학습 방법 적용 실태 조사", 교사교육연구, 60(2), pp.309~324 (2021), 과학교육연구소[DOI]
- 송진웅, "2015 과학과 교육과정 개정의 주요 방향 및 쟁점 그리고 과학교실문화", 현장과학교육, 9(2), pp.72~84 (2015), 한국현장과학교육학회[DOI]
- "The Swedish National Agency for Education", Fritzes, ~ (2008)