21세기 과학 교육과정 개혁 논리로서의 과학적 소양 및 핵심 역량 담론 비교 연구 = A Comparative Study of Scientific Literacy and Core Competence Discourses as Rationales for the 21 st Century Science Curriculum Reform

다국어 초록 (Multilingual Abstract)

The two most influential rationales for the 21 st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative – and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter Ⅱ, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter Ⅲ and Ⅳ, the intersections of those two discourses are delineated. In chapter Ⅲ, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter Ⅳ, their respective strengths and weaknesses are juxtaposed. In chapter Ⅴ, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21 st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

참고문헌 (Reference)

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