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정완호,권용주,김영신,봉희근 한국교원대학교 과학교육연구소 1994 청람과학교육연구논총 Vol.4 No.1
Not only in science but also in all subjects, the management of high school curriculum in Korea is received the influence of National Testing for the University Entrance Examination. And this influence has more negative aspects than positive ones. In this view point, this study is to analyze the domains of content, behavior, and context, find out the controversial problems, and make some suggestions for the improvement of the National Testing for the University Entrance Examination. The materials of this study are consist of 372 items in the National Testing for the University Entrance Examination from 1969 to 1992. The tool of this analysis is the "three-dimensional analysis tool of science education" which was set up for this study by means of correcting the fifth NAEP Assessment Frame(NAEP, 1984). To keep the validity of study, "the objectivity of the analysits" was measured before the analysis, and the measured objectivity index of analysits is 90.8%. According to the result of this analysis, in the domain of content many items have been set on the area of "development and genetics" and "structures and functions of organs" and the area of "ecology" is increasing its importance. In the domain of behavior, the items about the knowledge and comprehension covered 70.7% and the items about the science process took only 8.3% in spit of the emphasis in the science curriculum. The domain of value and responsibility of biological science hasn't been treated in the items. This analysis shows the fact that the National Testing for the University Entrance Examination have an influence on the way of the normal management of the curriculum and the achievement of educational objective. In the domain of context, the items of National Testing for the University Entrance Examination pay no attention to the area of context such as technological, social, and individual context. This will lead the science education in high school to ignore important educational function of the problem-solving learning and decision-making and this will inevitably result in the danger of cultivating scientifically illiterate people. On the basis of these analysis, when the National Testing for the and University Entrance Examination is taken into consideration on the aspect of its influence on the high-school curriculum, it should take the following into consideration. First, in the domain of content, it should focus on both the application of the area of bioecological aspect such as 'environmental biology', 'conservation biology', 'behavioral biology' and the area of technoogical aspect such as 'cell biology', 'molecular biology', 'microbiology'. Second, in the domain of behavior, scientific process, the value of science, and the application of science in the technological and social aspects should be considered. Third, in the domain of context, the items about the technological, social, and individual context should be treated. Finally, besides all these suggestions, the introduction of the system for previous problem analysis, the consideration study on the validity, difficulty, and discrimination should be conducted.
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