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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.
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참고문헌 (20)
참고문헌 신청
Boyd, S / 2006 / Shifting the frame: Exploring integration of the Key Competencies at six normal schools / New Zealand Council for Education Research :165
Choi, Y. / 2009 / A study on the model restructure of practical arts curriculum to develop Korean’'s key competencies in the future :354
Darling-Hammond, L. / 2009 / Professional learning in the learning profession: A status report on teacher development in the United States and abroad :162
Fullan, M. / 2002 / Teacher development and educational change / Routledge :264
Gess-Newsome, J. / 1999 / Examining Pedagogical Content Knowledge / Kluwer Academic Publishers :320
Choi, Y. / 2009 / A study on the model restructure of practical arts curriculum to develop Korean’'s key competencies in the future :354
Darling-Hammond, L. / 2009 / Professional learning in the learning profession: A status report on teacher development in the United States and abroad :162
Fullan, M. / 2002 / Teacher development and educational change / Routledge :264
Gess-Newsome, J. / 1999 / Examining Pedagogical Content Knowledge / Kluwer Academic Publishers :320
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