Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
권호 표지
DOI QR코드

DOI QR Code

Exploration of Features of Korean Students' Performance in Science

우리나라 학생들의 과학 영역 성취 특성 탐색

  • Received : 2020.09.07
  • Accepted : 2020.11.06
  • Published : 2021.02.20
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to analyze achievement characteristics of Korean students in the results of PISA 2018 science domain. To this end, the characteristics of PISA 2009 to PISA 2018 science were analyzed in terms of the percentage of each performance level and the ratio of male and female by achievement level; in addition, the percentage of correct answers by framework subscale was compared with PISA 2015. The results showed that Korea has a higher percentage of students at the lower level of achievement as compared to the high-ranking countries of PISA, and the ratio of students at the higher level of achievement was lower. On average, the difference in achievement between boys and girls was negligible; however, but at the higher achievement level, the ratio of boys continued to be higher than that of girls. In addition, in the PISA science framework, the percentage of correct answers of the questions corresponding to 'personal' of 'contexts', 'evaluate and design scientific enquiry' of 'competencies', 'epistemic' of 'knowledge', and 'high' of 'cognitive demand' increased; similarly, and achievement improved as compared to PISA 2015. Based on these results of the study, we propose a method for improving teaching and evaluation to foster Korean students' scientific competence.

본 연구의 목적은 PISA 2018에서 나타난 우리나라 학생들의 과학 영역 성취의 특징을 분석하는 것이다. 이를 위하여 PISA 2009 ~ PISA 2018 과학 영역에서 우리나라 학생들의 성취 수준별 비율과 성취 수준별 남녀 비율을 살펴보았으며, 평가틀 하위 요소별 정답률을 PISA 2015와 비교하여 살펴보았다. 연구 결과 우리나라는 PISA 주요 성취 상위국에 비하여 하위 성취 수준 학생들의 비율이 높았던 반면, 상위 성취 수준 학생들의 비율은 낮았다. 평균에서 남학생과 여학생의 성취 차이는 거의 없어졌으나, 상위 성취 수준에서 남학생의 비율은 여학생의 비율보다 높은 것이 유지되고 있었다. 또한, 평가틀에서 '맥락'의 '개인적', '역량'의 '과학 탐구의 설계 및 평가', '지식'의 '인식론적' 지식, '인지적 요구'의 '상'에 해당하는 문항의 정답률이 상승하여 PISA 2015에 비해 성취가 향상되었다. 연구 결과를 토대로, 우리나라 학생들의 과학 역량 함양을 위한 교수·학습과 평가의 개선 방안을 제안하였다.

Keywords

Acknowledgement

이 논문은 한국교육과정평가원 2019년 연구보고서 'OECD 국제 학업성취도 평가 연구: PISA 2018 결과 보고서'의 일부 내용을 발췌하고 수정 보완한 것임. Publication cost of this paper was supported by the Korean Chemical Society.

References

  1. OECD. Lessons from PISA for Korea, Strong Performers and Successful Reformers in Education; OECD Publishing, 2014.
  2. Ministry of Education. OECD Programme for International Student Assessment (PISA 2018) Results Announced; Sejong, Korea, 2019.
  3. Son, J. Korean Journal of Sociology of Education 2014, 24, 131. https://doi.org/10.32465/ksocio.2014.24.3.005
  4. Ministry of Education. The 2015 Revised National Curriculum; Sejong, Korea, 2015.
  5. Ministry of Science and ICT. 4th Basic Plan for Science and Technology (2018-2022); Sejong, Korea, 2018.
  6. Ministry of Education. Science Education Master Plan[2020-2024]; Sejong, Korea, 2020.
  7. http://timssandpirls.bc.edu/timss2015/international-results/timss-2015/science/student-achievement/
  8. Ministry of Education. Science Curriculum; Sejong, Korea, 2015.
  9. Kim, H. School Science Journal 2018, 12, 389. https://doi.org/10.15737/SSJ.12.4.201812.389
  10. Kim, H.; Koo, N. The Journal of Curriculum and Evaluation 2019, 22, 85. https://doi.org/10.22799/JCE.2019.22.4.004
  11. Chi, S.; Liu, X.; Wang, Z.; Won Han, S. International Journal of Science Education 2018, 40, 1284. https://doi.org/10.1080/09500693.2018.1476742
  12. Mikk, J.; Krips, H.; Saalik, U.; Kalk, K. International journal of science and mathematics education 2016, 14, 1437. https://doi.org/10.1007/s10763-015-9669-7
  13. Aloisi, C.; Tymms, P. Educational Research and Evaluation 2017, 23, 180. https://doi.org/10.1080/13803611.2017.1455290
  14. Kim, H.; Koo, N. Journal of Learner-Centered Curriculum and Instruction 2019, 19, 849. https://doi.org/10.22251/jlcci.2019.19.16.849
  15. Lau, K. C.; Lam, T. Y. P. International Journal of Science Education 2017, 39, 2128. https://doi.org/10.1080/09500693.2017.1387947
  16. Baye, A.; Monseur, C. Large-scale Assessments in Education 2016, 4, 1. https://doi.org/10.1186/s40536-015-0015-x
  17. Eliasson, N.; Karlsson, K. G.; Lenner, L.; Lundgren, M. Nordic Studies in Science Education 2017, 13, 149. https://doi.org/10.5617/nordina.4023
  18. Kjaernsli, M.; Lie, S. International Journal of Science Education 2011, 33, 121. https://doi.org/10.1080/09500693.2010.518642
  19. Wu, M. Journal of Research in Education Sciences 2011, 56, 67.
  20. Shin, H.; Joo, Y. Korean Journal of Educational Research 2013, 51, 133.
  21. https://www.oecd.org/pisa/data/2018database/.
  22. Jo, S.; Kim, H.; Lee S.; Koo, N.; Lee I. OECD Programme for International Student Assessment: PISA 2018 Main Survey Implementation Report; Korea Institute of Curriculum and Evaluation: Jincheon, Korea, 2018.
  23. OECD. PISA 2018 Assessment and Analytical Framework. OECD Publishing, 2019.
  24. Ministry of Education. Basic Academic Skill Support Improvement Plan; Sejong, Korea, 2019.
  25. Ministry of Education. Take Responsibility for Academic Skill Without Missing a Child; Sejong, Korea, 2019.
  26. Ministry of Education, British Columbia. BC's Redesigned Curriculum: An Orientation Guide, 2016.
  27. Ministry of Education, Singapore. Science Syllabus Primary, 2014.
  28. Ministry of Education and Research in Republic of Estonia. National curricula, 2014.
  29. http://www.law.go.kr/lsInfoP.do?lsiSeq=199748&efYd=20171219#0000
  30. Meinck, S.; Brese, F. Large-scale Assessments in Education 2019, 7, 1. https://doi.org/10.1186/s40536-019-0069-2
  31. Dong, H. K.; Kim, J. J.; Kang, M.; Sung, K.; Kim, S.; Yang, S. H.; Lee, J.; Ku, J.; Park, S. B.; Kim, S.; Choi, W.; Kim, Y.; Lee, K. A Study on the Development of National Assessment of Educational Achievement according to the 2015 Revised National Curriculum; Korea Institute of Curriculum and Evaluation: Jincheon, Korea, 2018.