TIMSS 2011의 선다형 공개 문항을 통한 초등학생의 과학 내용영역과 인지영역의 관계 분석 = The Analysis of Relationship between Science Contents and Cognitive Domain of Students in Elementary Schools Through Multiple Choice items of TIMSS 2011

다국어 초록 (Multilingual Abstract)

This research is for acquiring implications to science education based on learner``s characteristics by analyzing the relationship between contents on science learning and cognitive domain of students in elementary schools through TIMSS 2011-based academic achievement test. Forty one multiple choice items from by TIMSS 2011 were used on 317 primary school students, fourth to sixth grade, and according to grade and achievement level of research targets, test results were analyzed. With these data, the relationship between contents on science learning and the score by cognitive domains, and through correlation by items, we drew static and negative correlations, and then compared the value. The result are as follows: First, other fields except for ``physical science`` and ``inference`` revealed meaningful differences by learners`` grade, and the interrelationship between all contents domains and cognitive fields also appeared statically different. Second, both achievement level of contents and cognition of learners presented significant differences, but the correlation between scientific contents and cognitive field of learners showed different aspects. Third, in static and negative correlation by items, the complexity and their aspects could be classified by targets`` academic achievement levels.

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