고등학교 화학교과와 기능사 국가자격검정 시험의 연계성 분석

다국어 초록 (Multilingual Abstract)

ABSTRACT

Study of Connection between High School Chemistry and National Technical Qualification Test

Jo Gye-Seung
Advisor : Prof. HyunJu Park, Ph.D.
Major in Chemistry Education
Graduate School of Education, Chosun University

This study inquires into the connection between high school chemistry according to the 2009 National Curriculum and the National Technical Qualification Test, broadens the understanding of practical use and value of chemistry in the industrial technology field, and attempts to motivate students to learn chemistry and provide a basic material for their career education and about the importance and necessity of chemistry.
Subjects were limited to certified technicians, including Craftsman Environmental, New and Renewable Energy Equipment Craftsman (solar), Craftsman Chemical Analysis, Craftsman Hazardous Material, Craftsman Gas, Craftsman Dip Printing (dip dyeing), Craftsman Material in the industrial technology fields that are closely related to high school chemistry and will be promising in the future, and qualification items, contents and questions in the Technical Qualification Tests were analyzed. As a result of an analysis of high school chemistry and seven licenses of certified technicians, its connection to the qualification items was as follows:
First, except New and Renewable Energy Equipment Craftsman, they had relatively high connections between 43% and 55%, and there was a connection of 25% with New and Renewable Energy Equipment Craftsman, therefor it can be said to have a connection. Second, to look into the connections of seven licenses with ChemistryⅠ and Ⅱ, ChemistryⅠaccounted for 49% ChemistryⅡ, 47%; and other, 4%, so it was found ChemistryⅠ had about 2% more rate of the connection. These numerical values mean that ChemistryⅠ and Ⅱ account for high proportions, so in the relations with licenses analyzed above, it can be said that both ChemistryⅠ and Ⅱ have significant relations with the qualification items of the licenses with a numerical value close to 50%. Third, regarding the proportions of the seven licenses to the system of contents of the chemistry curriculum connected with them, it was found that the ChemistryⅠcurriculum had connections to all areas except the architectural art section of the molecular world. Fourth, the ChemistryⅡ curriculum had connections to all areas.
Of the seven licenses, the results of analysis of connections of the questions set in five licenses with Chemistry Ⅰ and Ⅱ except two licenses (New and Renewable Energy Equipment Craftsman and Craftsman Dip Printing) were as follows: First, it turned out that Craftsman Chemical Analysis had a connection of 78%; Craftsman Environmental, 47%; Craftsman Hazardous Material, 65%; Craftsman Gas, 52%; and Craftsman Surface Finishing Treatment, 54%. All the licenses had more than a half connection, and four licenses except Craftsman Environmental had a higher or similar connection to qualification items in the tests. When qualification items and questions set in chemistry were compared with those of the Qualification Tests, the connection by each unit was almost the same, but the connected contents and the number were more in the questions. It probably was because many chemistry-related contents of qualification items were dealt and the frequency of questions about the contents related to chemistry was high. Chemistry teachers, career guidance teachers and teachers in charge will use the above results as a useful material for students in selecting a subject in the operation of the selective high school curriculum by presenting connections between chemistry and areas of qualifications and introducing occupational clusters related to licenses and promising occupational clusters in the future. Moreover, it is necessary to continue to carry out concrete research on the relationship between the school subject and the world of work in career guidance.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구 필요성 및 목적 1
• 제2절 연구 문제 4
• 제3절 용어 정리 4
• 제4절 연구의 제한점 5
• 제2장 이론적 배경 6
• 제1절 진로교육 6
• 1. 진로교육의 개념적 정의 및 중요성 6
• 2. 고등학교 졸업자 취업 추위 7
• 3. 자유학기제 8
• 제2절 고등학교의 선택 교육과정 11
• 1. 일반계 고등학생의 계열선택 11
• 2. 수능에서의 과학 및 화학교과 선택 12
• 제3절 국가 기능사 자격검정 14
• 제4절 선행연구 16
• 제3장 연구방법 18
• 제1절 연구절차 18
• 제2절 연구대상 자료 19
• 1. 기능사 자격 연구의 범위 19
• 2. 화학 관련 기능사 국가자격 출제기준 19
• 3. 최근 기능사 기출문제 21
• 4. 2009 과학과 교육과정 중 화학Ⅰ․Ⅱ교과 22
• 제3절 분석틀 구성 23
• 1. 고등학교 화학교과와 자격증 출제기준의 연계성 분석 23
• 2. 고등학교 화학교과와 자격증 출제문항의 연계성 분석 24
• 3. 예비분석 25
• 제4절 자료 수집 및 분석 25
• 제4장 연구결과 및 논의 26
• 제1절 고등학교 화학교과와 기능사 출제기준의 연계성 26
• 1. 화학분석기능사 26
• 2. 환경기능사 30
• 3. 신재생에너지발전설비 기능사(태양광) 32
• 4. 위험물기능사 34
• 5. 염색기능사(침염) 37
• 6. 가스기능사 40
• 7. 표면처리기능사 42
• 8. 고등학교 화학교과와 기능사 출제기준의 종합분석 논의 46
• 제2절 고등학교 화학교과와 기능사 문항의 연계성 48
• 1. 화학분석기능사 48
• 2. 환경기능사 49
• 3. 위험물기능사 50
• 4. 가스기능사 41
• 5. 표면처리기능사 52
• 6. 고등학교 화학교과와 기능사 출제문항의 종합분석 논의 53
• 제5장 결론 및 제언 55
• 제1절 고등학교 화학과 기능사 출제기준의 연계성 55
• 제2절 고등학교 화학과 기능사 출제문항의 연계성 56
• 제3절 제언 59
• ■ 참고문헌 61
• ■ 부록 64