The Impact of Grit on University Student’s Core Competency in Dental Hygiene Students

박수옥,Young-Sik Cho 한국치위생과학회 2019 치위생과학회지 Vol.19 No.3

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual’s long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal–Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of ‘grit’ according to general characteristics was statistically significant in ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘grade point average (GPA)’. The difference in ‘core competency’ according to general characteristics was statistically significant in ‘grade’, ‘department selection’, ‘major satisfaction’, ‘relationship’, ‘perceived academic achievement’, ‘GPA’. Among the sub-areas of ‘grit’, ‘perseverance of effort’ showed a high correlation with ‘core competency’ and was statistically significant. As a result of regression analysis, ‘major satisfaction’, ‘perceived academic achievement’ and ‘grit’ of dental hygiene students had a statistically significant influence on ‘core competency’. Meanwhile, ‘GPA’ was not seen to be statistically significant in ‘core competency’. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, ‘perseverance of effort’ had a statistically significant effect on ‘problem-solving competency’ and ‘academic competency’, which are ‘core competency’ sub factors.

개인변인과 학업변인에 따른 대학생의 핵심역량 변화

박혜영(Park Hye-Young) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.15

본 연구의 목적은 대학생의 개인변인과 학업변인에 따라 핵심역량의 변화를 살펴보고 핵심역량을 대학교육 변화에 적용하는 방안을 모색하는데 있다. 연구를 위해 핵심역량 진단검사를 매년 진행하고 있는 충남의 S대학에 재학 중인 학생 중 2015년에서 2017년까지 3년간 핵심역량 진단검사를 실시한 400명의 학생을 연구대상으로 선별하였다. 본 연구의 자료는 신뢰도분석, t-검정, F-검정, Scheffe 사후검정, 구형성 검정과 반복측정분산분석을 실시하여 분석하였다. 연구결과, 측정년도에 따른 핵심역량은 유의하게 향상되는 것으로 나타났다. 개인변인인 성별에 따른 핵심역량에는 유의한 차이가 나타났으나 핵심역량의 시간적 변화에는 유의한 차이가 나타나지 않았고 계열에 따라서는 핵심역량과 핵심역량의 시간적 변화에도 유의한 차이가 있는 것으로 나타났다. 학업변인인 비교과활동 참여유무에 따른 핵심역량과 핵심역량의 시간적 변화에 유의한 차이가 나타나지 않았으나 평점에 따른 핵심역량과 핵심역량의 시간적 변화에는 유의한 차이가 나타났다. 본 연구는 핵심역량을 향상시키기 위한 방안과 연구를 일반화하기 위한 추후연구를 제안하였다. The purpose of this study is to examine the changes in core competency according to the individual background and academic variables of university students and to explore methods to apply core competency to improve university education. For the study, 400 students who are attending S University in Chungnam Province and took part in the core competency test for three year in a row, were selected. The data in this study were analyzed by conducting reliability analysis, t-test, F-test, Scheffe post-test, spherical test and repeated-measure ANOVA for longitudinal analysis. The results were as follows. There were significant improvement of university students in core competency over academic year. There were significant differences in core competency by gender, which were individual background but not significant differences in change of core competency. There are significant differences in core competency and change of core competency over academic year according to the major groups. There was no significant differences in core competency and change of core competency over academic year due to participation in comparative courses. There were significant differences in core competency and core competency chances over academic year due to their GPAs. This study proposed the measures to improve core competency and further research to generalize the results.

공학계열 학생 핵심역량 진단도구 개발 및 타당화 연구

김윤영(Kim, Younyoung),윤지영(Yoon, Jiyoung) 한국공학교육학회 2021 공학교육연구 Vol.24 No.4

As we have become more interested in ‘competency’ that means ability to do something around the world, the competency of the best performers has also been introduced in the university curriculum as a concept of core competency. Research continues on why this competency-based education is needed compared to existing academic-oriented education, how it can be introduced into existing curricula, and how it can be developed and evaluated in detail. This study develops and validates core competency assessment tools that can diagnose core competencies of engineering students. Therefore, this research paper conducted a literature review related to core competencies and also core competency assessment tools of university students. It seeks to explore the implications of core competency assessment tools for engineering students and then lay the foundation for competency-based teaching and learning at engineering colleges. And also it defines the concepts of core competencies and each core competency of engineering students through prior research analysis of competence, core competence, and core competence of university students. The primary core competency assessment tool consisted of sub-factors and questions of core competencies. It were modified through the expert validation of the primary one and then it was used as a core competency assessment tools for preliminary investigation. The core competency assessment tools for engineering students are consisted of 6 competencies, 22 sub-factors, and 91 questions. There are core competencies as follows: engineering basic competencies, major engineering competencies, self-management competencies, communication competencies, interpersonal competencies, global competencies. The preliminary survey was conducted on 426 engineering students attending the Engineering Education FESTA 2019. The preliminary findings were derived by conducting exploratory factor analysis, confirmatory factor analysis, question characteristics analysis, and reliability analysis for validation. The core competency assessment tools developed through this study can be used to verify the effectiveness of the curriculum and programs for students at engineering colleges. In addition, the developed core competencies, sub-factors, and questions can be utilized in a series of courses that design, conduct, and evaluate engineering curricula and programs as competency-based curriculum. The significance of this study is to lay the groundwork for providing competency-based education engineering students to develop core competencies.

대학 핵심역량에 대한 수요자별 인식차이 및 교육요구도 분석 - P대학 패션디자인및브랜딩학과를 중심으로 -

이재영 한국니트디자인학회 2021 패션과 니트 Vol.19 No.2

This study aims to propose the approach to improve the core competency by investigating the awareness difference on core competency per education user in P university and analyzing education needs. In accordance with the analysis results, the registered students considered that individual competency was important among core competency components. The graduates and industries emphasized the competency required in an organization as well as the individual competency. Next, since the competency which clearly states the detailed abilities to execute the core competency can be supplemented by education in the university, it is necessary to clarify the detailed abilities related to abstract competency and supplement the logical contents. For core competency of P university in Borich’s educational needs, it is required to review the competency showing the significant difference among three groups. K-CESA/NCS is characterized by lots of items with high educational needs in the industries. So it is requested to consider the competency with high educational needs in the industries. In case of the educational needs in IPA analysis, the Possible Overkill category in the core competency of P university needs to be examined in terms of practicality. The Concentrate Here category in the core competency of K-CESA/NCS needs to be considered for strengthening competitiveness of university education. On the basis of the analysis results, this study proposed the review on the format, supplementation of contents and improvement in terms of targets for the core competency of P university.

핵심역량기반 교양교육의 당면 과제와 개선 방향

백승수 한국교양교육학회 2020 교양교육연구 Vol.14 No.3

Core competency-based liberal arts education is a mainstream at university these days. This paper hopes to expose as fully as possible some of the problems implemented by most universities in their pursuit of providing a core competency-based liberal arts education. This paper also hopes to course correct the direction that core competency-based liberals arts education is taking. Core competency-based education was adopted by the government’s financial support program for colleges. Following the ACE Project, the Ministry of Education now promotes competency-based education as a policy index upon the diagnosis of a college’s fundamental competency. But competency-based education derived from external goals has created some problems, including the use of certain slogans, catch phrases, match-ups, formalism, an ideology for blind quantitative measurement, etc. In order to improve core competency-based liberal arts education, it should first be internally justified; a 21st-century educational framework should be established by reflecting a core competency model; education and learning experiences on which Knowledge, Skills and Attitude are integrated, should be universalized, and finally; changes in the very being of a person should be pursued based on a deep understanding and mastery of the humanities. Core competency-based education should not be just another form of distortion that harms the identity of liberal arts education and disturbs its normalization. 핵심역량기반 교양교육이 대세다. 이 글은 대부분의 대학에서 시행하고 있는 핵심역량기반 교양교육의 문제점을 최대한 노출하면서 해결해야 할 당면과제를 도출하고 나아가 핵심역량기반 교양교육의 개선 방향을 모색하였다. 핵심역량은 정부의 대학재정지원사업에 의해서 도입되었다. 교육부는 ACE 사업에 이어 대학기본역량진단에서 역량기반교육을 정책지표로 유도하고 있다. 외재적 목적에 의한 역량교육은 캐치프레이즈식, 짜맞추기식, 형식주의, 측정주의 등의 문제점을 야기하였다. 핵심역량기반 교양교육의 개선을 위해서는 핵심역량기반 교양교육을 내재적으로 정당화하고, 핵심역량 모델의 진화를 반영한 21세기 교육 프레임워크를 구축해야 한다. 인성, 지성, 역량이 균형있게 융합된 교육 체험 및 학습 경험을 보편화하고, 학생 개개인의 문리의 터득과 내공에 근거하는 존재의 변화를 추구해야 한다. 핵심역량이 교양교육의 정체성을 훼손하고 정상화를 훼방 놓는 또 다른 왜곡이 되어서는 안 된다.

Design of Liberal Arts Curriculum Centered on Core COMPETENCIES

강영돈 J-INSTITUTE 2020 International Journal of Human & Disaster Vol.5 No.2

Purpose: This study examined the reinforcement of the linkage of the university's liberal arts curriculum at the revised core competencies in the national education charter in the 2015. In addition, it was to clarify the ways to enhance the completeness of the liberal arts curriculum. the reasons for introducing core competencies into the liberal arts curriculum, the interconnection between core competencies, and ways to enhance the completeness of it. Method: It was investigated that it has a great effect in increasing the value of self-directed learning and im-proving imaginative creativity by fusion of learners' theoretical knowledge inquiry and performance ability. Moreover, various teaching and learning methods were sought to enhance problem-solving skills centered on core competencies, and the continuity with the local industry was identified through the link between core competen-cies and liberal arts education talent training. In other words, it was found that certain core competencies do not exist independently, but that there is an organic relationship between core competencies, it has revealed that two or more different core competencies should be converged to develop one core competency. Results: By expanding these discussions, the major features were examined while analyzing the cases of de-signing the five core competencies of the faculty of the liberal arts department at D University. Conclusion: The design of the liberal arts curriculum based on the core competencies proposed in this study will help to establish the learning performance and evaluation system, and if the detailed competencies of learners are quantified and evaluated, it can be drawn by the conclusion that they can be used to internalize the quality management of competency-based liberal arts education and to improve education on a continuous basis. It is expected that the curriculum designed based on the competency of liberal arts education wil be useful in design-ing the competency-based education design of other universities, and it will serve as a reference for the internali-zation of the expanding competency-oriented education and evaluation.

역량 중심의 과학 영재 교육을 위한 과학자의 핵심 역량 모델 개발 및 타당화

박재진,윤지현,강성주 한국영재학회 2014 영재교육연구 Vol.24 No.4

21세기 지식 기반 사회가 추구하는 가치나 비전에 따른 과학 영재 교육의 새로운 방향으로서 핵심 역량 중심의 교육을 고려해 볼 필요가 있다. 따라서 이 연구에서는 향후 핵심 역량 중심의 과학 영재 교육을 위한 선결 요건으로서 과학자의 핵심 역량 모델을 개발하고, 타당성을 검토하였다. 이를 위하여 논문, 도서, 신문 기사, 행동사건면접에 대한 분석을 바탕으로 설문 문항을 개발한 후 설문 조사를 실시하였다. 그리고 설문 조사 결과를 바탕으로, 탐색적 요인분석을 실시하였다. 그 결과, 5개의 역량군, 15개의 하위 역량으로 구성된 잠재적인 핵심 역량 모델을 구성할 수 있었고, 확인적 요인분석을 통해 탐색된 핵심 역량 모델의 신뢰도와 수렴타당도, 판별타당도 등을 확보할 수 있었다. 과학자의 핵심 역량 모델에서 ‘인지’ 역량군은 ‘창의적 사고’, ‘종합적 사고’, ‘탐색적 사고’, ‘분석적 사고’, ‘개념적 사고’의 5개 하위 역량으로 구성되었다. ‘성취지향’ 역량군은 ‘주도성’, ‘준비 및 문제해결력’, ‘전략적 영향력’의 3개 하위 역량으로 구성되었고, ‘과학적 태도’ 역량군은 ‘유연한 사고와 태도’, ‘연구 열정’, ‘과학에 대한 견해’의 3개 하위 역량으로 구성되었다. ‘개인 효과성’ 역량군은 ‘풍부한 경험과 체험’, ‘글로벌 자세’의 2개 하위 역량으로 구성되었으며, 마지막으로, ‘네트워킹’ 역량군은 ‘대인이해’, ‘의사 소통’의 2개 하위 역량으로 구성되었다. 이 연구 결과는 과학자의 핵심 역량 모델을 과학 영재 교육에 소개하고, 핵심 역량 중심의 과학 영재 교육을 위한 프로그램 개발이나 전략 마련 등을 위한 기초 자료를 제공해 줄 수 있을 것으로 기대된다. There was a great need to consider a core competency-based approach as a new direction of the science education for gifted students according to the value and vision of the 21st century knowledge-based societies. Therefore we developed a core competency model of scientist and examined its validity as a prerequisite for a core competency-based education of science gifted students. In order to this, the survey was conducted after developing questionnaire through the theoretical review of the various resources such as paper, book, and newspaper articles and the qualitative analysis of the behavioral event interview, and then an exploratory factor analysis was performed to validate the factor structure based on the results of the survey. The results revealed that the core competency model with the 5 cluster units of competency and the 15 core competencies was potentially constituted. And the reliability, convergent validity, and discriminant validity of the core competency model were verified through the confirmatory factor analysis. The cognitive cluster consisted of 5 competencies and they were as follows: creative, comprehensive, exploratory, analytical, and conceptual thinking competency. The achievement-orientation cluster consisted of 3 competencies and they were as follows: initiative, preparation & problem solving, and strategic influence competency. The scientific attitude cluster consisted of 3 competencies and they were as follows: flexible thinking & attitude, passion for research, and views about science competency. The personal effectiveness cluster consisted of 2 competencies and they were as follows: diverse experiences and global attitude competency. Finally, the networking cluster consisted of 2 competencies and they were as follows: personal understanding and communication competency. Findings were expected to provide the basic data for developing programs and establishing strategies based on the core competency as well as introducing the core competency model of scientist to science education for gifted students effectively.

예비유아교사의 초임교사 핵심역량에 대한 인식 및 핵심역량의 타당성

조운주 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.2

The purpose of this study is to investigate the perceptions of pre-service early childhood teachers about the importance and level of core competencies for novice early childhood teachers, and to do factor analysis of the perceptions. Thus, this research is to provide the direction of pre-service early childhood teachers’ education based on core competencies and to validate the core competencies. A total of 392 pre-service early childhood teachers answered the survey regarding the importance and their level of core competencies. The data were performed with a paired t-test and confirmatory factor analysis. The results of this study are as follows. First, pre-service early childhood teachers recognized that overall core competencies were very important (M=4.52). They thought that ‘kindergarten management’ core competency was most important, and the priority of importance about other core competencies was ‘understanding children’, ‘relationship and communication skills’, ‘curriculum operation’, ‘understanding and implementation of assessment’, ‘personality and professional development’, and ‘developing technology skills’. Pre-service early childhood teachers recognized that their core competencies were high (M=3.52). They thought that their level of ‘developing technology skills’ core competency was the highest, and the priority of their level of other core competencies was ‘personality and professional development’, ‘relationship and communication skill’, ‘kindergarten management’, ‘curriculum operation’, ’understanding and implementation of assessment’, and ‘understanding children’. The difference between the perceptions about importance and level of core competencies of pre-service early childhood teachers was statistically significant. Pre-service early childhood teachers thought that core competencies were very important, but their core competencies were deficient. Second, a model of confirmatory factor analysis met the criteria of RMSEA, CFI, and TLI, except x2 value. In convergent validity, standardized coefficients, CR values, concepts reliability, and average variance extracted were valid. In comparison of Φ2 with average AVE for discriminant validity, 4 out of 21 were not valid, but all areas were valid because (Φ ± 2 × SE) was not 1. 본 연구의 목적은 핵심역량에 근거한 예비유아교사의 교육방향을 제공하기 위하여 졸업 직전 예비유아교사에게 초임교사 핵심역량에 대한 인식을 조사하고, 요인분석을 실시하여 핵심역량의 구인타당성을 제공하는 것이다. 이를 위해서 8개 3・4년제 대학 유아교육과의 졸업 직전 학기 학생 392명을 대상으로 핵심역량의 중요도와 자신의 수준에 대한 설문조사를 실시하였다. 수집된 자료는 핵심역량의 중요도와 수준에 대한 대응표본 t검증과 확인적 요인분석을 실시하였다. 연구 결과, 첫째, 예비유아교사가 인식한 핵심역량의 중요도 평균(M=4.52)은 매우 높았다. 영역별 중요도는 ‘유치원 운영’ 영역이 가장 높았고, ‘학습자의 이해’와 ‘대인관계 및 의사소통 실천’, ‘교육과정 운영’, ‘평가의 이해 및 실행’, ‘교직인성 및 전문성 발달’, ‘정보화 소양개발’ 순이었다. 자신의 핵심역량 수준의 평균(M=3,52)은 높은 편이었다. 영역 중에서 ‘정보화 소양 개발’ 영역의 수준이 가장 높았고, ‘교직 인성 및 전문성 발달’, ‘대인관계 및 의사소통 실천’, ‘유치원 운영’, ‘교육과정 운영’, ‘평가의 이해 및 실행’, ‘학습자의 이해’ 순이었다. 핵심역량의 중요도와 자신의 수준 차이는 통계적으로 모두 유의미하였다. 즉, 예비유아교사는 모든 핵심역량을 중요하게 생각하였으나 자신의 핵심역량 수준은 부족한 것으로 생각하였다. 둘째, 예비유아교사 자신의 핵심역량 수준에 대한 인식의 확인적 요인분석에서 모델 적합도는 x2값을 제외한 RMSEA, CFI, TLI 등에서 수용기준을 충족하였다. 수렴타당도를 검증하기 위한 표준화 추정계수, C.R값, 개념신뢰도, 평균분산추출(A.V.E)이 모두 타당하였다. 판별타당도의 경우, 영역 간의 Φ2와 평균분산추출 값을 비교한 결과에서는 21개 중 4개는 타당하지 못했으나 (Φ±2×S.E.)가 1을 포함하지 않는지에 대한 분석에서는 모두 타당하였다. 즉, 핵심역량의 영역 및 내용 구성은 예비유아교사에게 타당하였다.

교사학습공동체의 협력적 멘토링을 위한 핵심역량 개발 및 적용에 관한 실행연구

정민수(Jung, Minsoo) 한국열린교육학회 2020 열린교육연구 Vol.28 No.2

본 실행연구의 목적은 교사학습공동체에서 활동하는 멘토교사들의 핵심역량을 개발하여 멘티교사의 전문성을 강화할 수 있는 협력적 멘토링 프로그램의 설계 및 운영 방안을 제시하는데 있다. 이를 위해 협력적 멘토링과 관련된 선행연구를 분석하고 교육과정 재구성을 위한 동학년 중심의 교사학습공동체를 구성하였다. 또한 교사학습공동체에서 멘토교사로 활동하는 전문가 집단을 인터뷰하고 개방형 설문지를 통해 핵심역량에 대한 기초조사를 하였으며, 다시 전문가 집단에 대한 델파이조사와 핵심역량 선정과정을 거쳐 멘토교사들이 갖춰야 할 20개의 핵심역량을 도출하였다. 그러나 최종 핵심역량 전문가(12명) 선정회의를 거쳐 단기간 교육만으로는 강화가 어려운 핵심역량과 기존 교육 프로그램에 이미 반영되어 중복되는 핵심역량을 제외하여 최종 18개의 멘토교사 핵심역량을 선정하였다. 그리고 체계적인 협력적 멘토링 프로그램을 구성하기 위해 멘토교사가 갖춰야할 핵심역량을 교수설계역량, 수업촉진역량, 성찰지원역량의 3가지 역량군으로 분류하였다. 또한 협력적 멘토링 프로그램에 반영하는 핵심역량을 각 역량군별로 개인 및 상황의 하위역량(3개)과 지식 및 기술의 하위역량(3개)으로 재정리하고, 이를 모듈화하여 협력적 멘토링 프로그램을 구안하였다. 마지막으로 교사학습공동체에서 협력적 멘토링 프로그램을 효과적으로 운영하기 위해 각 모듈을 역량진단(Diagnosis), 협력학습(Learning), 역량개발(Development), 응용실천(Practice)의 4단계로 구성하였다. 이러한 협력적 멘토링 프로그램의 적용은 교사학습공동체에서 활동하는 멘토교사들의 핵심역량을 강화하고 교육과정 재구성을 실천하는데 실질적인 개선책이 될 것으로 기대되었다. The purpose of this action research is to develop the core competencies of mentor teachers working in the teacher learning community, and to suggest ways to design and operate a collaborative mentoring program that can enhance the professionalism of mentee teachers. To this end, we analyzed precedent research related to collaborative mentoring and formed a teacher learning community centered on the same grade for the curriculum reconstruction. We also interviewed a group of experts acting as mentors in the teacher learning community and conducted basic research on core competencies through an open questionnaire. Through the Delphi survey of the expert group and the selection of core competencies, 20 core competencies that mentor teachers should possess were drawn. Next, through the selection meeting of the final core competency experts (12 people), the final 18 mentor teachers core competencies were selected by excluding core competencies that were difficult to reinforce with short-term training alone and those that were already reflected in existing training programs and overlapped. In addition, in order to construct a systematic collaborative mentoring program, the core competencies that a mentor should possess were classified into three competency groups: teaching design competency, teaching facilitation competency, and reflection support competency. The core competencies reflected in the collaborative mentoring program were then readjusted into sub-competencies of individuals and situations and sub-competencies of knowledge and skills for each competency group, and the collaborative mentoring program was developed by modularizing them. Lastly, in order to effectively operate a collaborative mentoring program in the teacher learning community, each module was composed of four stages: competency diagnosis, collaborative learning, competency development, and application practice. The application of this collaborative mentoring program is expected to be a practical improvement for strengthening the core competencies of mentor teachers working in the teacher learning community and practicing curriculum reconstruction.

핵심역량 함양을 위한 사회과 수업이 중학생의 핵심역량과 창의적 리더십에 미치는 효과

한영식,이경화 한국창의력교육학회 2015 창의력교육연구 Vol.15 No.1

Globalize society needs a global creative confluence human resource, and so core competency cultivation of students are demanded through school education. Hence, the ‘Convergent Instruction Model to Promote Core Competencies’(Lee etc, 2014) was developed in social sectors. The aim of this study was to identify the effectiveness that this model through the experimental research. Three search problems were selected and identified(Does the social studies program to promote core competencies have effects on the improvement of middle school students' social sector core competencies, core competencies based on social studies related with instructional objectives and creative leadership?) The program had been applied to the experimental group and the regular social studies instruction had been applied to control group to confirm the research problems. And the social sector core competency checklist, core competency assessment test based on social studies, and creative leadership measuring test were used to identify the experimental effects. As a result, common, detailed, and total value core competencies in social sectors were progressed and the effectiveness of the program was identified. Additionally, the significant difference was shown between two groups statistically in creative problem solving leadership, individual leadership, and total value. As the effectiveness of the applied the Social Studies Program to Promote Core Competencies was identified, this study suggests the feasibility utilizing the valid and reliable developed the Convergent Instruction Model to Promote Core Competencies(Lee etc, 2014) in social studies class of school to realize the competency-based education generating a worldwide attention in education sector. 학교교육을 통해 학생들의 핵심역량 함양의 필요성이 부각됨에 따라, 본 연구에서는 이경화 외(2014) 연구에서 개발된 사회영역 핵심역량 함양 수업모델을 중학교 교실현장에 적용할 수 있도록 재구성한 후, 사회교과 시간에 적용하여 중학생의 핵심역량과 창의적 리더십에 미치는 효과를 확인하였다. 사전, 사후검사로 핵심역량 체크리스트, 수업목표 관련 사회교과 기반 핵심역량 평가, 창의적 리더십 검사를 사용하였으며, 실험을 위해 본 연구에서 재구성한 사회과 핵심역량 수업모델을 실험집단에 적용하였다. 사전검사 결과에서 실험집단과 통제집단간의 각 요인에서 동질성이 확보되었으므로, 실험실시 후의 사후검사 점수를 사용하여 집단 간 차이를 확인하였으며, 사후-사전검사 평균점수 비교(t-test)를 통해 실험 후 향상 정도를 확인하였다. 그 결과, 핵심역량에 있어서는 공통, 세부 및 전체 핵심역량에서 향상이 나타났으며, 수업목표 관련 사회교과 기반 역량에서도 프로그램의 효과가 입증되었다. 창의적 리더십에 있어서는 사회적 리더십을 제외한 창의적 리더십 전체 점수와 개인적 리더십에 있어서 통계적으로 유의미한 차이를 확인함으로써 본 연구에서 적용한 핵심역량 함양 수업모델의 효과가 입증되었다. 본 연구의 결과를 통해, 세계적으로 관심을 기울이고 있는 역량중심 교육을 실시하기 위해서는 신뢰롭고 타당하게 개발된 핵심역량 함양 수업모델이 잘 활용되어야 할 것이라는 것을 시사할 수 있다.