3차원 평가틀을 이용한 중학교 과학 물질 영역의 국가수준 학업성취도 평가 문항 분석

• 영문명: Analysis on National Assessment Questions for Middle School Science Curriculum Using the Three-Dimensional Assessment Framework
• 발행기관: 조선대학교 교과교육연구소
• 저자명: 김세진(Se-Jin Kim) 손연아(Yeon-A Son) 김동렬(Dong-Ryeul Kim)
• 간행물 정보: 『미래교육현장연구』교과교육연구 33권 1호, 25~42쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.06.30

영문 초록

The present study uses the three-dimensional assessment framework that includes the ‘situational domain as the content related to STS(Science-Technology-Society) education and inquiry process(activities), which are goals of the 7th science curriculum, to analyze the national assessment questions for science curriculum conducted on 3rd year middle school students from the 2005 to 2008 academic year. Furthermore, the objective of this study was to provide useful information to committee members setting questions and school teachers to enhance the educational goal achievements of students. The results of this study are as follows. First, as a result of analyzing the contents, during the 4 years from 2005 to 2008, 16 questions(40%) were selected from 7th grade, 10 questions(25%) were selected from 8th grade and 14 questions were selected from 9th grade(35%) among the total number of 40 questions in the science domain and the frequency of 7th grade questions appeared the highest. The highest unit of question frequency was the change of matter in 9th grade for total of 9 questions to be selected. Second, as a result of analyzing the selection frequency according to behavioral domain, the ‘understanding assessment element displayed the highest frequency with 13 questions(32.5%) among the 40 questions and was followed by ‘application and ‘data analysis and interpretation with 10 questions(25%) each. Total of 3 questions(7.5%) were selected from the ‘drawing conclusions and assessments element and 2 questions(5%) each from elements of ‘problem recognition and setting hypothesis and‘search plan and conduct. Third, as a result of analyzing the situational domain, questions were mostly selected from the ‘pure scientific situation domain with 27 questions(67.5%), followed by 10 questions(25%) from the ‘ordinary situations, 2 questions(5%) from the ‘technical industrial situations, 1 question(2.5%) from the ‘natural-environmental situation an none from the social situation for the 4 year period. Such results show that it does not agree with the goals of the 7th science curriculum emphasizing the STS education.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과 및 논의

Ⅳ. 결론 및 제언

키워드

three-dimensional assessment framework middle school science the national assessment questions