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Suggesting a Model of Science Competency and Applying it to Science Curriculum
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과학 역량 모델의 제안과 과학 교육과정에의 적용

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Type
Academic journal
Author
Journal
Korean Association for Science Education 한국과학교육학회지 한국과학교육학회지 제39권 제2호 KCI Accredited Journals
Published
2019.1
Pages
207 - 220 (14page)

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Suggesting a Model of Science Competency and Applying it to Science Curriculum
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Abstract· Keywords

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Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.
#science competency #science curriculum #science learning objectives

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References (72)

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Aesaert, K. / 2015 / Primary school pupils’ ICT competences : Extensive model and scale development / Computers & Education 81:326~344 google schola Arjomand, G. / KeyCoNet 2013 literature review: Key competence development in school education in Europe google schola Birkett, W. P. / 1993 / Competency based standards for professional accountants in Australia and New Zealand: Discussion Paper / Institute of Chartered Accountants in Australia and the New Zealand Society of Accountants google schola Blanco-López, A. / 2015 / Key aspects of scientific competence for citizenship : A delphi study of the expert community in Spain / Journal of Research in Science Teaching 52(2):164~198 google schola Böttcher, F. / 2013 / Effects of Direct and Indirect Instruction on Fostering Decision-Making Competence in Socioscientific Issues / Research in Science Education 43(2):479~506 google schola

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