"과학문화교육"

2005-08-25 (Vol 2, No 8)

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과학교육학 학위논문 요약과 종합해설

Effects on Pupils' Responses of Interactions between Process Skill Demands, Concept Requirements and Contexts in Science Questions

Dissertation Summary

This study presents analyses of pupils' responses to questions, designed to explore interaction effects between process skill demands, concept requirements and contexts.
As preliminary analyses, results of the U.K. national science monitoring surveys (APU-Assessment of Performance Unit) were reviewed. Samples of pupils' scripts from past APU Science surveys were randomly selected and analyzed. These analyses seemed to clarify the research questions and to give tentative indications of effects requiring more intensive investigations.
In the main part of the research, two cycles of test construction (Test 1 and Test 2), administration and analysis were conducted. Test 1 examined the interactions between two skill demands (interpretation and application), and two task contexts (scientific and everyday). Two hundred and twenty eight pupils in Seoul, Korea of both sexes and two age groups (13 and 15)) were tested with twenty eight paper and pencil questions. Test 2 examined the interaction effects in questions about controlling variables between two concept requirements (with and without concept application), two task contexts (scientific and everyday) and two response modes (multiple choice and written). Three hundred and twenty four pupils in Seoul of both sexes and three age groups (12, 13 and 16) were tested with twenty four paper and pencil questions.
In both tests, elementary statistical analyses and the SPSSx MANOVA analysis were carried out in order to estimate the effects of the following factors: skill demand, concept requirement, context, response mode, age, sex.
The results of Test 1 and Test 2 showed that there were significant interactions between skill demands and contexts and between concept requirements and contexts. In addition, both tests showed effects related to age and gender. In the light of the results, implications for Korean science education and for research methodology as well as some suggestions for further research are discussed.
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학 위 자 : 송진웅 (Jinwoong Song)
학위대학 : King's College London, University of London
지도교수 : Prof. Paul J. Black
학위취득 : 1990년 8월

첨부
박사학위 논문 내용 요약[1].hwp


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