• Title, Summary, Keyword: 대학수학능력시험

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A Comparison between High School Students' Algorithmic Problem Solving and Conceptual Understanding by Types of Chemistry Problems (화학 문제 유형에 따른 고등학교 학생들의 수리 문제 해결력과 개념 이해도 비교)

  • Noh, Tae-Hee;Kang, Hun-Sik;Jeon, Kyung-Moon
    • Journal of The Korean Association For Science Education
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    • v.25 no.2
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    • pp.79-87
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    • 2005
  • We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

Chemistry teachers' perceptions on aims, contents, and evaluations of the 7th Chemistry I Curriculum and realities of instruction in classrooms (제7차 화학 I 교육과정의 목표, 내용 및 평가에 대한 화학교사들의 인식 및 수업의 실제)

  • Kim, Hye-Young;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.653-665
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    • 2009
  • The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.

Perception on Changes of the Characteristics of Examinee's Group for the Elective Subjects of Fisheries and Shipping Industry in Vocation Education Division CSAT by Fisheries and Shipping affiliate Teachers (대학수학능력시험 직업탐구 영역 수산·해운 선택과목 응시집단 특성 변화에 대한 전공 교사의 인식)

  • Park, Jong-Un;Ryu, Dae-Sung
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.1
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    • pp.184-197
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    • 2015
  • The purpose of this study is to analyze the trends that the Fishery and Shipping Department teachers at specialized vocational high schools have noticed about the characteristics of the applicant pool taking the College Scholastic Achievement Test(CSAT) since the vocational education division was first introduced in the CSAT in 2005. In addition, surveyed data from the study is highly desirable for researchers to understand the changes in the characteristics of the applicants for the fishery and maritime department in the CSAT. This study not only provides solid improvement on the selection of questions for the CSAT but also facilitates in the process of writing contemporary and relevant exam questions. The survey included 76 Teachers from 12 High School of Fisheries and Shipping Industry. The results were as follows. First, the reduction in the number of applicants for Fishery and Maritime department in the CSAT after 2010 is due to the new governmental policy that encourages students in vocational schools to find employment rather than pursuing further education. Second, the biggest group of students who forgo taking the CSAT after 2010 is those with high marks at school. Third, prediction of outcome after declining to take the person for the time being would be kept to a minimum sustained was staring personnel at some point.

Removal of Super-Refraction Echoes using X-band Dual-Polarization Radar Parameters (X-밴드 이중편파 레이더 변수를 이용한 과대굴절에코 제거)

  • Seo, Eun-Kyoung;Kim, Dong Young
    • Journal of the Korean earth science society
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    • v.40 no.1
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    • pp.9-23
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    • 2019
  • Super-refraction of radar beams tends to occur primarily under a particular vertical structure of temperature and water vapor pressure profiles. A quality control process for the removal of anomalous propagation (AP) ehcoes are required because APs are easily misidentified as precipitation echoes. For this purpose, we collected X-band polarimetric radar parameters (differential reflectivity, cross-correlation coefficient, and differential phase) only including non-precipitation echoes (super-refraction and clear-sky ground echoes) and precipitation echoes, and compared the echo types regarding the relationships among radar reflectivities, polarimetric parameters, and the membership functions. We developed a removal algorithm for the non-precipitation echoes using the texture approach for the polarimetric parameters. The presented algorithm is qualitatively validated using the S-band Jindo radar in Jeollanam-do. Our algorithm shows the successful identification and removal of AP echoes.

The Actual Status of Physics Teachers' Perception on the Concept of Radiation (물리 교사들의 방사선 개념에 대한 인식 실태)

  • Park, Sang-Tae;Choi, Hyuk-Joon;Kim, Jun-Tae;Jung, Ki-Ju;Lee, Hee-Bok;Yuk, Keun-Cheol
    • Journal of The Korean Association For Science Education
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    • v.25 no.5
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    • pp.603-609
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    • 2005
  • Students obtain most concepts through textbooks, and teaching-learning activities between teachers and students. Accordingly, if science teachers already have misconceptions they will inevitably affect students' scientific concept. This study found many problems in teachers' cognition on the concepts of nuclear radiation. Because 12th grade physics II is classified as an optional subject in the 7th curriculum, teachers have few chances to teach it and, more importantly, have difficulty in teaching it because of the need to prepare students for the university entrance examination. The concept of radiation must be taught correctly because of its emergence in the 'environment' unit of 10th grade Science. Finally, results from this study can help science teachers teach these difficult concepts more correctly. In addition, results can also be useful in in-service retraining programs.

A Study on Development of Achievement Standards and Assessment Standards of Vocational Inquiry Section for 2005 College Scholastic Ability Test - Focus on Food and Nutrition Subject in the Field of Home Economics Order - (2005 수능 직업탐구영역의 과목별 성취기준과 평가기준 개발 - 식품과 영양 과목을 중심으로 -)

  • Na Hyeon-Ju;Min Kyung-Hee;Lee Hwa-young;Pyo Jum-sun;Ha Mi-ok;Jang Myung-Hee
    • Journal of Korean Home Economics Education Association
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    • v.17 no.2
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    • pp.197-219
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    • 2005
  • This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

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An Analysis of the Competency Exam for College Education : Area of Science Inguiry (대학수학능력시험 실험 평가 문제의 분석 : 과학 탐구를 중심으로)

  • Kim, Eun-Jin;Kim, Young-Soo
    • Journal of The Korean Association For Science Education
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    • v.12 no.1
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    • pp.75-92
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    • 1992
  • The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test The purpose of this study was to point out the problems of the competency exam for college education, a new college entrance exam, and to suggest the improvement ideas for it For this purpose, the test items of science inquiry were taken from the first, the second and the third pilot studies of the competency exam for college education which National Institute of Educational Evaluation had done. These tests were administered to 1,223 students of the general high school(422 for the 1st, 400 for the 2nd, and 401 for the 3rd test). Also, those students' and the high school science teacher's opinions about the tests and the new college entrance exam were surveyed. The evaluation objectives of those test items were analyzed and the test item analyses were done. The results were as follows; (1) The evaluation objective analysis showed that most of the test items were constructed based on the evaluation framework which was composed of scientific inquiry thinking ability, science concept, and scientific inquiry context dimensions. But, those items were unevenly distributed into a few areas of the evaluation framework. (2) The boys had higher mean scores than the girls in all of the tests, but these differences were not statistically significant. The natural science course students had significantly higher mean than the humanities course students in all of the test:(1st, F=12.643, p=0.0004 ; 2nd, F=45.757, p=0.0001 ; 3rd, F=36.162, p=0.0001). A significant interaction of sex and course was found in only 1st test( F=11.352. p=0.0008). (3) Most students answered the test was difficult and they needed more time to finish it Also, they added they had to study in a different way from the traditional one in order to prepare the new college entrance exam. Science teachers answered that those evaluation objectives of the tests corresponded well with the educational objectives of high school science and that the tests were suitable as measuring instruments of the scientific thinking abilities. But they pointed out it would be very difficult for them to teach students for preparing the exam under the exsting educational conditions. To carry out successfully the competency exam for college education, the following improvements were suggested. (1) Good evaluation methodology should be developed. (2) In-service science teacher training models on evaluation should be put in force. (3) Effective teaching models and strategies should be developed.(4) The high school science curriculum should be revised.

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A study on the method of developing achievement and assessment standards for the Subject of "Human Development", "Food and Nutrition" (가사ㆍ실업계 고등학교 전문교과에 대한 성취기준 및 평가기준 개발 방안 연구 -"인간발달"및 "식품과 영양"과목을 중심으로-)

  • Wang Seok-Soon
    • Journal of Korean Home Economics Education Association
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    • v.16 no.3
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    • pp.81-98
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    • 2004
  • This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.

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