Metodologia proiectării competențelor specifice disciplinei școlare: concept și instrumentar [Articol]

Abstract

This article proposes a concept and methodology for designing competencies specific to a school discipline. The need to develop a concept and a mechanism for designing competencies of varying degrees of complexity is argued, starting from a brief analysis of the concept of "competence" and the possible definition of this phenomenon. The emphasis is placed on the process of deriving key competencies and discipline-specific competencies. The method of applying a taxonomy in carrying out this process is extensively argued, based on concrete examples. The proposed methodology includes three stages of action: formulating discipline-specific competencies in relation to the taxonomic domains and categories of competencies, but also in relation to the derivatives of key competencies, designing competency units in relation to the derivatives of subject-specific competencies; designing teaching tasks in relation to competency units, by estimating their complexity and variability presented in disciplinary curricula. A concept of the dominant content unit is also proposed within the study of content units.