Analysis of Awareness of Teachers for Core Competencies and Scientific Core Competencies

핵심역량과 과학과 교과역량에 대한 초등 교사의 인식 분석

  • Received : 2016.10.28
  • Accepted : 2016.11.21
  • Published : 2016.11.30


The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.


Supported by : 한국연구재단


  1. Almutairi, A. (2015). The effect of using brainstorming strategy in developing creative problem solving skills among male students in Kuwait: A field study on Saud Al-Kharji School in Kuwait City. Journal of Education and Practice, 6(3), 136-145.
  2. Choi, J. W., Park, Y. S. & Lee, Y. J. (2015). The effects of STEAM education using E-textiles for improving creative problem solving of elementary school students. Korean Journal of Teacher Education, 31(3), 105-119.
  3. Choi, S., Seo, Y., Hwang, E., Choi, Y., Jang, S. & Kim, Y. (2013). Promoting core competency education and building innovative learning ecosystems for fostering talent for the future(I). (RR 2013-20). Seoul: Korean Educational Development Institute.
  4. Estrada, C. A., Isen, A. M. & Young, M. J. (1994). Positive affect improves creative problem solving and influences reported source of practice satisfaction in physicians. Motivation and Emotion, 18(4), 285-299.
  5. Griffin, P., McGaw, B. & Care, E. (2012). Assessment and teaching of 21st century skills (p. 36). Dordrecht:Springer.
  6. Isen, A. M., Daubman, K. A. & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52(6), 1122.
  7. Kang, H. K. & Kim, T. H. (2014). The development of STEAM project learning program for creative problemsolving of the science gifted in elementary school. Journal of Gifted/Talented Education, 24(6), 1025-1038.
  8. Kim, K. H., Maeng, Y. I., Chang, G. Y., Koo, J. H., Kang, Y. B. & Coh, M. H. (2009). A study of development and practical plans of adolescent's life core competency II: Autonomous behavior domain. Youth Policy Institute, Research Report 09-R19-3.
  9. Kim, T. J. (2009). A study of development and practical plans of adolescent's life core competency II: Social Interaction domain. National Youth Policy Institute, Research Report 09-R19-2.
  10. Koh, E. J. & Jeong, D. H. (2014). Study on Korean science teachers' perception in accordance with the trends of core competencies in science education worldwide. Journal of the Korea Association for Science Education, 34(6), 535-547.
  11. Kwak, Y. S., Son, J. W., Kim, M. Y. & Ku, J. O. (2014). Research on ways to improve science curriculum focused on key competencies and creative fusion education. Journal of the Korea Association for Science Education, 34(3), 321-330.
  12. Lee, K. W., Jeon, J. C., Huh, K. C., Hong W. P. & Kim, M. S. (2009). Redesigning elementary and secondary school curriculum for developing future Koreans' core competences. Korea Institute for Curriculum and Evaluation, Research Report, RRC 2009-10-1.
  13. Ministry of Education (2015a). Elementary school 4th grade science teacher's guide. Seoul: Mirae-N.
  14. Ministry of Education (2015b). Materials of a 2nd researchers workshop for 2015 revised national curriculum. Sejong: Ministry of Education.
  15. Ministry of Education (2015c). The decision and announcement about General and Subject Curriculum in 2015 revised national curriculum [Newsrelease for an evening paper]. Retrieved from
  16. Namkung, J., Kim, Y., Park, K. & Park, H. (2014). Analysis on the actual status and the quality of school education in Korea(IV): A study on the middle schools. (RR2014-23). Seoul: Korean Educational Development Institute.
  17. OECD (2003). Definition and selection of competencies:Theoretical and conceptual foundation. OECD Press.
  18. OECD (2005). Definition and selection of key competencies. Retrieved from
  19. Oh, K. S. & Ahn, S. J. (2012). Analysing the relationship between the core competency for future society and computational thinking for improvement of problem solving ability. Journal of Korean Society for Internet Information, 13(3), 9-16.
  20. So, K. H., Lee, S. E., Lee J. H. & Heo, H. I. (2010). Review on curriculum reform in the New Zealand: Implementation of key competencies-based curriculum. Korean Journal of Comparative Education, 20(2), 27-50.
  21. Woo, J. O., Kim S. H. & Lang, S. W. (2000). The development of creativity instructional model in science education. Korean Society for Creativity Education, 3(1), 1-28.