Journal of Korean Home Economics Education Association (한국가정과교육학회지)

Korea Home Economics Education Association (한국가정과교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Case Study on Competence-based Curriculum in Finnish Secondary Home Economics Curriculum

핀란드 가정과 교육과정의 역량 기반 교육과정 사례 연구

  • Yang, Ji Sun (Department of Family & Resource Management, Sookmyung Woman's University)
  • 양지선 (숙명여자대학교 가족자원경영학과)
  • Received : 2019.09.05
  • Accepted : 2019.11.14
  • Published : 2019.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

본 연구는 역량 기반 교육과정으로 개정된 핀란드의 가정과 교육과정 사례를 분석함으로써 시사점을 탐색하는 데 목적을 두었으며 연구결과는 다음과 같다. 첫째, 핀란드의 가정 교과는 7~9학년군에 속해 있으며 학습영역은 '식품 지식 및 기능, 음식 문화', '주거 및 더불어 살기', '가정에서의 소비자 및 재무 기능'으로 통합적 접근방식을 취하고 있었다. 둘째, 핀란드 교육과정에서 가정 교과역량은 따로 설정되어 있지 않으나 총론에서 횡단적 역량의 목표를 제시하고 7~9학년군별로 강조하고 있어 횡단적 역량과 교과와의 연계성을 강화하고 있었다. 셋째, 핀란드 가정 교과의 내용체계는 학습기능, 학습내용, 횡단적 역량을 상호 연결하는 구성으로 설계되었으며, 수업목표와 교과역량의 역할을 하는 학습의 기능을 연결하여 역량의 성취를 강화하고 있었다. 넷째, 가정 교과의 평가는 지식과 기능을 활용한 실제 수행능력을 평가하고자 하였으며 교과 지식과 역량의 성취를 평가하는 기준은 수행 중심의 진술형태로 제시하였다. 본 연구를 통해 알 수 있는 핀란드의 교육과정의 중요한 특징은 학습자의 지식, 태도, 역량의 성취를 위한 교사 역할을 강조하는 교육제도의 유연성과 개인의 고유성을 장려하는 것으로 이를 통해 교사의 책무성과 학습자의 성취를 높이고자 하였다. 가정과 교육과정에서 역량의 구현을 강화하기 위해서는 가정 교과에서 지식과 역량을 함양할 수 있는 통합적 연결이 필요하며, 교과역량을 구현할 수 있는 교육과정 체계, 배우기 위한 학습으로서의 평가와 학교 및 교사의 교육공동체를 통한 더 깊은 협력이 요구된다.

Keywords

References

  1. Australian Curriculum Assessment & Reporting Authority. (2014). The Australian curriculum: Health and physical education, Version 7.2. Retrieved from http://www.australiancurriculum.edu.au/Download/F10
  2. Aho, E., Pitkanen, K., & Sahlberg, P. (2006). Policy development and reform principles of basic and secondary education in Finland since 1968. Washington, DC: World Bank.
  3. Finnish National Board of Education. (2014). OPS 2016: Curriculum reform in Finland. Helsinki: Author.
  4. Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Helsinki: Author.
  5. Halinen, I. (2015). What is going on in Finland: Curriculum reform 2016. Retrieved from http://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016
  6. Halinen, I. (2017). The conceptualization of competencies related to sustainable development and sustainable lifestyles. In-progress reflection no. 8 on current and critical issues in curriculum, learning and assessment. Retrieved from https://pdfs.semanticscholar.org/c31e/b73bf8f105d5c2d944c71e72921423a2cf32.pdf?_ga=2.191708521.275857255.1577036952-1492195906.1577036952
  7. Halinen, I. (2018). The new educational curriculum in Finland. In M. Matthes, L. Pulkkinen, C. Clouder, & B. Heys (Eds.), Improving the quality of childhood in Europe, Volume 7 (pp. 75-89). Brussels: Alliance for Childhood European Network Foundation.
  8. Han, H. J., & Lee, J. Y. (2017). Comprehension of the competencybased curriculum by comparison with the discipline-based curriculum and the understanding by design, The Journal of Curriculum Studies, 35(3), 203-221.
  9. Heritage, M. (2013). Formative assessment in practice: A process of inquiry and action. Cambridge, Massachusetts: Harvard Education Press.
  10. Ju, S. E., & Yoo, T. M. (2015). Curriculum deliberation in the home economics historial literature of United States. Journal of Korean Home Economics Education Association, 27(2), 1-33. doi:10.19031/jkheea.2015.06.27.2.1
  11. Jung, N. Y. (2009). Comparing practical arts education in Finland and Korea. The Journal of Korean Practical Arts Education, 15(3), 1-28.
  12. Kanervio, P., & Risku, M. (2009). Tutkimus kuntien yleissivistavan koulutuksen opetustoimen johtamisen tilasta ja muutoksista Suomessa [A study on the status and changes of educational leadership in general education in Finnish municipalities]. Helsinki: Ministry of Education Publications.
  13. Kang, W. S. (2010). Exploration on the 2009 revised social studies curriculum improvement directions: Focusing on curriculum of the Canadian province of Quebec. Research in Social Studies Education, 17(3), 1-15. https://doi.org/10.1108/S1479-3539(2010)0000017003
  14. Karkkainen, K. (2012). Bringing about curriculum innovations, 82. Retrieved from the OECD Publishing.http://dx.doi.org/10.1787/5k95qw8xzl8s-en
  15. Kim, E. J., Kwon, Y. J., & Lee, Y. J. (2015). A case study of the implementation mechanism of home economics curriculum in South Korea and the U.S. Journal of Korean Home Economics Education Association, 27(3), 79-97. doi:10.19031/jkheea.2015.09.27.7.79
  16. Kim, H. S., & Yoo, T. M. (2010). A comparative study of Korean home economic curriculum and American practical problem focused Family & Consumer Sciences curricula. Journal of Korean Home Economics Education Association, 19(4), 91-117.
  17. Kim, K. J. (2011). Basic features of the Finnish comprehensive school curriculum. The Journal of Curriculum Studies, 29(1), 111-135. https://doi.org/10.15708/kscs.29.1.201103.006
  18. Kim, R. Y., & Choi, J. Y. (2017). An analysis of recent curriculum reform for developing core competencies in Finland and Canada: A case of mathematics. Journal of Learner-Centered Curriculum and Instruction, 17(8), 161-189. doi:10.22251/jlcci.2017.17.8.161
  19. Kim, S. Y. (2019). Exploring implications of 'The constitution form of educational content' in Canada's competence-based curriculum to Korea. The Journal of Curriculum Studies, 37(2), 83-105. https://doi.org/10.15708/KSCS.37.2.4
  20. Kupiainen, S., Hautamaki J., & Karjalainen, T. (2009). The Finnish education system and PISA. Helsinki: Ministry of Education Publications.
  21. Lim, Y. N. (2017). A study on the Finnish national core curriculum for basic education 2014: Focusing on the methods of embodying competencies. The Journal of Curriculum Studies, 35(1), 145-171.
  22. Lim, Y. N., & Hong, H. J. (2016). A study on the presentation form of education content in the 2015 revised national subject curricula: Focused on content framework. Asian Journal of Education, 17(3), 277-302. https://doi.org/10.15753/aje.2016.09.17.3.277
  23. Ministry of Education and Culture. (2015). The new core curriculum for basic education emphases the joy of learning. Retrieved from http://www.minedu.fi/OPM/Verkkouutiset/201503/curricula.html?lang=en
  24. Nam, G. U. (2017). A study on the competency-based curriculum. Education policy forum, 283, 32-36.
  25. Nussbaum, M. C. (2011). Creating capabilities: The human development approach. London: Harvard University Press.
  26. OECD. (2007). PISA 2006: Science competencies for tomorrow's world (Volume I). Paris: OECD Publishing. doi:10.1787/9789264040014-en.
  27. OECD. (2010). PISA 2009 results: What students know and can do - student performance in reading, mathematics and science (Volume I). Paris: OECD Publishing. doi:10.1787/9789264091450-en
  28. OECD. (2013). Synergies for better learning: An international perspective on evaluation and assessment. Paris: OECD Publishing. doi:10.1787/9789264190658-7-en
  29. Paik, N. J. (2014). Review of subject-specific competency based standards: Focusing on social studies curriculum of Australia, Canada, Singapore. The Journal of Curriculum Studies, 32(4), 163-194. https://doi.org/10.15708/kscs.32.4.201412.007
  30. Sahlberg, P. (2009). Ideat, innovaatiot ja investoinnit koulun kehittamisessa [Idea, innovation and investment in school improvement]. In T. M. Suortamo, H. Laaksola, & J. Valijarvi (Eds.), Opettajanvuosi. Terve tyoymparisto [Teacher's year 2009-2010]. Jyvaskyla: PS-kustannus, 13-56.
  31. Sahlberg, P. (2011). Paradoxes of educational improvement: The Finnish experience. Scottish Education Review, 43(1), 3-23.
  32. Seog, M. J., & Choi, M. Y. (2011). The implications for the revision of Korean music curriculum through the analysis of foreign music curricula. The Journal of Curriculum Studies, 29(2), 145-172. https://doi.org/10.15708/kscs.29.2.201106.007
  33. You, S. Y., & Jeong, K. S. (2018). Exploring the role of national curriculum for supporting local level's curriculum development: Focusing on the Finnish national core curriculum for basic education 2014. Journal of Curriculum Integration, 12(4), 171-196. https://doi.org/10.35304/JCI.12.4.08
  34. Yun, E. J. (2015). Finnish national curriculum reform as the realization of democracy: Lessons for NURI curriculum reform. Journal of Korean Child Care and Education, 11(1), 373-393. doi:10.14698/jkcce.2015.11.373
  35. Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish national core curriculum. In H. Niemi., A. Toom., & A. Kallioniemi (Eds.), Miracle of Education (pp. 83-96). Boston: Sense Publishers. doi:10.1007/978-94-6091-811-7_6