npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041
Qrcode

Article

Research Paper

New Phys.: Sae Mulli 2021; 71: 60-77

Published online January 29, 2021 https://doi.org/10.3938/NPSM.71.60

Copyright © New Physics: Sae Mulli.

Future Directions of the Physics Content Knowledge in Competency-based Curriculum - Comparing the 2015 Korean National Curriculum and the IB Diploma Programme -

Hyojoon KIM, Jinwoong SONG*, Eiseul KIM, Chaerin HAN

Department of Physics Education, Seoul National University, Seoul 08826, Korea

Correspondence to:jwsong@snu.ac.kr

Received: October 31, 2020; Revised: December 16, 2020; Accepted: December 18, 2020

Abstract

OECD’s Learning Framework defines knowledge as a component of competency and identifies four types of knowledge. Among which, this paper focuses on disciplinary knowledge and interdisciplinary knowledge to analyze the physics curriculum guides of the 2015 National Curriculum and the IB DP(International Baccalaureate Diploma Programme). First, the constituents, frameworks, and evaluation methods of the guides. Then, for disciplinary knowledge, changes in content knowledge are outlined, followed by analyses of sample test questions and curriculum alignment. For interdisciplinary knowledge, the topic-based approach of integrated science is compared to the interdisciplinary components of the IB DP. In conclusion, the presentation of knowledge content in the context of competency-based curriculum is discussed, and a suggestion is made that content has to extend to assessment coherently. Furthermore, considerations for future physics curriculum, such as the development of interdisciplinary knowledge are specified.

Keywords: 2015 Korean national physics curriculum, IB DP (International Baccalaureate Diploma Programme), Disciplinary knowledge, Interdisciplinary knowledge, Content knowledge

Stats or Metrics

Share this article on :

Related articles in NPSM