Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Development of a Competency-Based Physics Education Major Curriculum Model in Response to the Intelligent Information Age

지능정보화시대에 대응하는 역량기반 물리교육 전공 교육과정 모델 개발

  • Jeongwoo Son (Gyeongsang National University)
  • 손정우 (경상국립대학교)
  • Received : 2024.08.17
  • Accepted : 2024.08.31
  • Published : 2024.10.31
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Abstract

This study started by recognizing that a competency-based major curriculum in physics education was necessary to respond to field demands in the intelligent information age. To address this need, the research developed a competency-based major curriculum model for the Department of Physics Education at G University. The research process involved several stages: environmental analysis focusing on the characteristics of the intelligent information age, needs analysis of the educational field, establishment of ideal human resources and academic goals, selection of major competencies, curriculum system composition, and roadmap development. The major curriculum committee reviewed and evaluated each stage of this process. The study established an ideal image of 'innovative and communicative educators leading future education' along with three educational objectives. It also identified academic-research competency, field-job competency, and convergence-integration competency as major competencies, defining sub-competencies for each. The research team restructured the curriculum to achieve a balanced development of major competencies and introduced a new science edutainer micro-degree program to address career diversification. The project implemented complementary extracurricular programs to supplement insufficient major competencies and established systems for managing individual students' major competencies and the overall major curriculum. The competency-based major curriculum model developed through this study aims to strengthen the practical competencies of physics education students and provide an effective approach to respond to future changes in the educational environment.

본 연구는 지능정보화시대의 현장 요구에 대응하기 위한 물리교육과의 역량기반 전공 교육과정 개발이 필요하다는 인식에서 출발하였다. 이에 G대학 물리교육과를 대상으로 역량기반 전공 교육과정 모델을 개발하였다. 연구 과정은 지능정보화시대의 특성을 중심으로 한 환경분석, 교육 현장의 요구 분석, 인재상과 교육목표 수립, 전공역량 선정, 교육과정 체계 구성, 로드맵 개발 등의 단계로 진행되었으며, 단계마다 전공교육과정위원회의 검토와 평가를 거쳤다. 연구 결과, '미래 교육을 선도하는 혁신과 소통의 교육자'라는 인재상과 3가지 교육목표를 수립하였다. 또한 학업·연구역량, 현장·직무역량, 융합·통합역량을 전공역량으로 선정하고, 역량별 하위역량을 정의하였다. 교과목 재구성을 통해 전공역량을 균형 있게 달성할 수 있도록 하였으며, 과학에듀테이너 마이크로디그리 과정을 새롭게 도입하여 진로 다변화에 대응하였다. 교과-비교과 연계 프로그램을 통해 부족한 전공역량을 보완하고, 학생 개인별 전공역량 관리 체계와 전공 교육과정 관리 체계를 구축하였다. 본 연구를 통해 개발된 역량기반 전공교육과정 모델은 물리교육과 학생들의 실천적 역량을 강화하고 미래 교육환경 변화에 효과적으로 대응하는 방안이 될 것으로 기대한다.

Keywords

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