대학수학능력시험 통합과학의 화학 영역 출제 방향 탐색을 위한 수능 화학 기출 문항 분석 = An Analysis of Chemistry Item Trends in the Korean College Scholastic Ability Test and an Exploration of Chemistry Assessment Directions in Integrated Science

다국어 초록 (Multilingual Abstract)

This study analyzes trends in chemistry items of the Korean College Scholastic Ability Test (CSAT) and explores future directions for chemistry assessment within the framework of Integrated Science. With the introduction of the Integrated Science–based CSAT in 2028, which features a reduced number of concepts and a narrower content scope, concerns have been raised regarding the maintenance of appropriate difficulty levels and long-term discriminative power. In this context, examining existing CSAT chemistry items provides a meaningful basis for discussing future assessment directions.
Chemistry I and II items administered under the 7th, 2009 revised, and 2015 revised national curricula were collected and analyzed. An analytical framework was constructed using content domains and cognitive process dimensions adapted from Bloom’s taxonomy. Each item was classified according to content domain and cognitive level, and distribution patterns were examined across curricula. In addition, sample Integrated Science items were analyzed using the same framework to compare their characteristics with those of traditional CSAT chemistry items.
The results indicate that CSAT chemistry items have gradually shifted from calculation-centered problems toward items emphasizing data interpretation and conceptual reasoning, while quantitative problem-solving remains a major source of discrimination. In contrast, Integrated Science items place greater emphasis on qualitative information, integration of multiple data sources, and logical reasoning based on core scientific concepts. This comparison reveals both the strengths and limitations of the current CSAT chemistry assessment system.
Based on these findings, this study suggests directions for chemistry assessment in Integrated Science, emphasizing the balanced use of qualitative and quantitative information, integration of concepts across contexts, and evaluation of higher-order cognitive processes. These results provide implications for designing sustainable and concept-centered chemistry assessment for the 2028 CSAT and beyond.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구의 범위 및 제한점 3
• Ⅱ. 이론적 배경 4
• 1. 선택형 수능 체제의 정착과 변화 4
• 2. 교육과정 변천에 따른 화학 교과의 내용 체계 5
• 3. 2022 개정 교육과정과 2028 수능 통합과학 6
• Ⅲ. 연구 방법 7
• 1. 연구 대상 및 자료 수집 7
• 2. 수능 화학 영역 기출 문항 분석틀 8
• 3. 연구 절차 11
• Ⅳ. 연구 결과 및 논의 12
• 1. 대학수학능력시험 화학 영역 기출 문항 분석 12
• 2. 2028 통합과학 수능 예비 문항 분석 40
• Ⅴ. 결론 및 제언 59
• 참고 문헌 61
• 영문 초록 63
• 부 록 65