Ex) Article Title, Author, Keywords
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.
Hyojoon KIM, Jinwoong SONG*, Eiseul KIM, Chaerin HAN
Department of Physics Education, Seoul National University, Seoul 08826, Korea
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