Kim Yong Seong;Choi Hyun Ju;Choi Byung Ok

Abstract

본 연구는 한국교육과정 평가원이 제시한 화학과 교과 내용학 평가 영역 및 평가 내용 요소에 따라 2014학년도부터 2019학년도까지, 중등교사 임용시험에서 출제된 화학과 문항을 분석한 것이다. 연구의 목적을 달성하기 위해 6년간 출제된 화학과 교과 내용학 1차 시험 134문항을 수집하여 4개 과목 간, 평가영역 및 평가내용요소에 따라 출제된 비율을 분석하였고, 그 결과를 토대로 사범대학 화학교육과 교육과정의 운영이나 평가 영역의 재조정에 대한 시사점을 도출하였다. 연구 결과 화학과 4개 과목 간 출제 비중에 있어서 현저한 차이가 있으며, 과목별 평가영역 간에도 출제 비중에 있어서 큰 차이가 있는 것으로 나타났다. 평가내용요소의 분석에 있어서도 120개 중에서 62개가 6년 동안 교사 임용시험에 출제되지 않은 것으로 나타났다. 이러한 분석 결과에 근거하여 화학과 임용시험의 출제 과목 간의 비중이나 평가영역 및 평가 내용 요소에 대한 재조정의 필요성을 제언하였다.This study analyzed the questions related to the content knowledge of chemistry subject for the middle and high school teacher employment examination conducted from the school year of 2014 to 2019 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents which were presented by the Korea Institute for Curriculum and Evaluation(KICE). To achieve the objectives of this study, a total of 120 questions were collected with respect to the questions that appeared on the test over the last 6 years which aimed to evaluate the level of applicants’ knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the department of chemistry education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge of chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of analysis on the evaluation content items suggested that 62 items out of 120 items did not appear in the teacher employment examination for 6 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test of content knowledge related to chemistry or the evaluation scope and evaluation content items.