• Title, Summary, Keyword: 대학수학능력시험

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Influence on High School Mathematics Learning Content of the College Scholastic Ability Test - Focused on Mathematics Top-Ranked Students in High School Liberal Arts Course - (대학수학능력시험이 고등학교 수학 학습 내용에 미치는 영향 - 문과계열 수학 성적 상위권 학생들을 중심으로 -)

  • Park, Yeongyong;Park, Yunjeong;Lee, Heonsoo
    • Journal of the Korean School Mathematics Society
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    • v.19 no.2
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    • pp.177-196
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    • 2016
  • In this paper, we analyze the influence of mathematics teaching-learning for high level math problems of A-type of mathematics section on the College Scholastic Ability Test(CSAT). To analyze the influence, we compare and analyze units and field of questions set at examinations based on the rate of wrong answers in A-type mathematics test of the CSAT from 2012 to 2016. Also, we study the recognition of academic high school students and teachers about units and fields on math which need to allow more time to improve grade for A-type of mathematics section on the CSAT. We found following facts. First, high level math problems determining rank of high rank students on the CSAT was taken mostly from the unit related a exponential function and a logarithmic function. Second, these problems need more time for a calculation rather than an ability for students to deepen their understanding of the concept and quality of education. Third, high rank students spend a lot of time to study more important units and fields of mathematics on the CSAT such as a exponential function and a logarithmic function, and teachers spend a lot of time to teach them.

The analytic study and trends in mathematics achievement scores of the NAEA and mathematics item scores of the CSAT in 5 metroplitan cities (광역지방자치단체 내에서 성취도평가 수학성적과 수능 수리영역 성적의 변화 추이 및 경향)

  • Suh, Bo-Euk;Oh, Kwang-Sik;Kim, Hye-Kyung
    • Journal of the Korean Data and Information Science Society
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    • v.22 no.2
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    • pp.297-311
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    • 2011
  • This study is about research into 'National Assessment of Educational Achievement (NAEA)' and 'College Scholastic Ability Test (CSAT)' in 5 metropolitan cities and analysis of the result. The objects of study are the materials of mathematics grade of NAEA from 2003 to 2009 and mathematics items of CSAT from 1994 to 2010. The contents of the study are followings. First, the trends of mathematics score of NAEA in elementary, middle and high school is analyzed according to gender, establishment type and the type of school. Second, the trends of CSAT is analyzed according to gender and line (cultural science line or natural science line). Also the trends of application number for cultural science line and natural science line. Third, the trends of the achievement test score of 6th grade in elementary school, third grade in middle school, first grade in high school and the CSAT score in third grade in high school for the same group is considered.

A Study on Developing Evaluation Criteria of 'Inquiry' for Subjects Related to Information and Computer in Vocational Education Section (직업탐구영역 정보·컴퓨터 관련 교과들의 '탐구' 영역에 대한 평가준거 개발)

  • Na, HyunJin;Kim, JongHye;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.12 no.3
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    • pp.1-10
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    • 2009
  • Evaluation criteria of 'Inquiry' for subjects related to information and computer in Vocational Education Section are four and not specified. The purpose of this study is to develope evaluation criteria of 'Inquiry' for subjects related to information and computer in vocational education section. To design evaluation criteria of 'Inquiry', this paper analyzed college entrance tests and performance capabilities of computing graduating. This paper investigated the validity of the contents as judged by a panel of experts. 'Inquiry' was classified 'Analysis', 'Synthesis' and 'Evaluation'. This paper developed three evaluation criteria for 'Analysis', six evaluation criteria for 'Synthesis' and two evaluation criteria for 'Evaluation' with sample evaluation tool.

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A study on the improvement of the test items in Korean scholastic ability test (English test) (대학수학능력시험(영어시험)의 문항개선에 대한 연구)

  • Jeon, Sung-Ae
    • English Language & Literature Teaching
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    • v.18 no.2
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    • pp.189-211
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    • 2012
  • The purpose of the study was to explore ways to improve the test items on the Korean scholastic ability test. More specifically, the researchers investigated whether use of the target language in test items would make a difference in total scores, discriminatory power, and item difficulty. A total of 288 high school seniors participated in the study. The subjects were divided into the experimental group (N=145) and the control group (N=143). A 25-item test resembling the Korean scholastic ability test was administered to both groups. The experimental group was given items whose questions and alternatives were all presented in English, whereas the control group was given items whose questions and alternatives were presented in Korean only. Statistical analyses revealed that use of English vs. Korean in the questions and alternatives made a significant difference in total scores, item discrimination, and item difficulty level. The findings strongly suggest that use of English is one way to improve the quality of the Korean scholastic ability test by enhancing item discrimination and face validity. Considering that the test in question is a high-stakes exam in Korea, further research on how to improve the Korean scholastic ability test is urgently called for.

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Eye Tracking Analysis for High School Students' Learning Styles in the Process of Solving on Earth Science I (지구과학 I 문제 해결 과정에서 나타난 학습유형에 따른 고등학생의 시선 추적 분석)

  • An, Young-Kyun;Kim, Hyoungbum
    • Journal of the Korean Society of Earth Science Education
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    • v.10 no.1
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    • pp.50-61
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    • 2017
  • The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

The Effects of Teaching University Mathematics in English (대학 수학 교육에서 영어 강의의 효과 연구)

  • Lee, Hae-Moon;Kim, Young-Wook
    • Journal for History of Mathematics
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    • v.20 no.1
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    • pp.83-102
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    • 2007
  • A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

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소집단 토의학습을 통한 Polya의 문제해결 전략을 이용한 문장제 지도방안 - 중학교 중심-

  • Bang, Seung-Jin;Lee, Sang-Won;Hwang, Dong-Ju
    • Communications of Mathematical Education
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    • v.11
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    • pp.201-233
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    • 2001
  • 보통 문장제(일량, 거리, 속도 문제, 시계 문제, 농도 문제, 개수 세기, 측도 영역)는 초등학교부터 반복하며 나오며 대학 수학 능력 시험에서는 외적 문제 해결능력으로 측정되기도 한다. 문장제를 해결하는데는 사고가 여러 단계로 이루어져야 한다. 따라서 일반적으로 문장제는 난해하므로, 조직적이고 전문적인 학습지도가 이루어져야 한다. 하지만 입시위주의 교육 등 여러 여건상 잘 이루어지지 않고 있는 것이 현실이다. 본 연구에서는 문장제의 문제 해결에 필요한 해결요소를 발견하고 저해 요인을 없앨 수 있는 지도 방안으로서 소집단 토의학습에 문제해결 전략을 이용하여, 효율적인 문장제 지도 방안을 연구하고 상이한 문제에 접근하는 방법, 문제를 이용하는 방법 등을 토의학습을 통하여 다양한 풀이방법을 해결하면서 이를 통하여 사고력을 신장할 수 있도록 연구한다.

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A Statistical Survey of the Freshmen's Math Achievement Level according to Subdivision Areas of KSAT (수능 응시 영역에 따른 대학 교양 수학 성취도 분석)

  • Kim, Young-Hee;Her, Min
    • Communications of Mathematical Education
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    • v.20 no.4
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    • pp.523-535
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    • 2006
  • We surveyed statistically the freshmen's achievement of the first year mathematics courses in Kwangwoon University, which were opened at the first semester of academic year 2006. In doing so, we classified the freshmen according to the Mathematical Area 'ga' or 'na' and the Natural Science or Social Science Area of Korean Scholastic Aptitude Test(KSAT) which they have chosen. We found that the freshmen who have chosen the Mathematical Area 'na' and the Social Science Area have the serious problem in studying the freshmen's math courses.

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Comparative Analysis Study of Introduction to Industry textbook for Technical High School (전문계 고등학교의 현행 공업입문 교과서 비교연구)

  • Ahn, Seong-Ho;Choi, Won-Sik
    • 대한공업교육학회지
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    • v.34 no.1
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    • pp.44-86
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    • 2009
  • The major purposes of this study were 1) to present a desirable guideline for writers who would develop the new Introduction-to-Industry textbook through the comparative analysis of 4 different kinds of current Introduction-to-Industry textbooks, 2) to help educators, who make national college entrance exam in the vocational inquiry area, make good exam items with the results of the study, and 3) to offer effective methods of teaching and learning in the field of industrial education with them. Research method used in this study was mainly literature review with the scrutinization of the literature related to the Introduction-to-Industry textbooks. Results of this study showed that all textbooks compared do mostly comply with the national writer's specific guidelines for the Introduction-to-Industry textbooks. However there were varieties for the all textbooks in a sense of deployment balance for the contents of the textbook chapters. There were also considerable differences for the deployment of supplementary materials, evaluative materials, visual materials and etc. according to the characteristics of each textbook. The degree of the connectivity between the textbooks and the national college entrance exam in the area of the vocational inquiry was similar for the each textbook. However, it was not good enough for the students to study one textbook for the preparation of the exam in the vocational inquiry area because the problems in the exam were set in the range of covering the all different kinds of textbooks by the examiners.