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PISA2015 참여국의 과학성취도와 과학의 즐거움에 대한 인식 비교

Comparison of Science Performance and Perception on Enjoyment of Science among PISA 2015 Participating Countries

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초록

이 연구에서는 PISA2015 참여국의 과학성취도 및 과학3영역(물상계, 생물계, 지구우주계) 성취도, 과학 및 과학3영역의 최상위성취자 비율, 과학의 즐거움과 이들 사이의 상관관계를 분석하고 한국 과학교육의 시사점을 도출하고자 하였다. 연구의 결과는 다음과 같다. 첫째, PISA2015 참여국의 과학성취도 평균은 476.9점이었으며 과학성취도 상위국(평균 510.4점)과 하위국(435.4점)은 75.0점 차이였다. 참여국의 과학 최상위성취자 비율은 평균 6.5%이며 과학성취도 상위국(10.0%)과 하위국(2.1%)은 7.9%p 차이였다. 둘째, PISA2015 참여국의 과학성취도는 과학3영역 성취도와 최상위성취자 비율을 76.0-99.7% 예측할 수 있었다. 셋째, PISA2015 참여국의 과학의 즐거움의 동의 비율은 64.0%였으며 과학성취도 상위국은 61.2%, 하위국은 67.5%였다. 넷째, 과학성취도 및 과학3영역 성취도, 과학 및 과학3영역 최상위성취자 비율, 과학의 즐거움은 PISA참여국은 부적 상관, 과학성취도 상위국에서는 낮은 상관, 하위국은 높은 부적 상관이 나타났다.

Abstract

The purpose of this study was to analyze present condition of science performance, 3 major fields of science performance, science top performers (%), 3 major fields of science top performers (%) and enjoyment of science in PISA2015 participating countries and define correlation among research items. The results were as follows. First, science performance average of PISA2015 participating countries were 476.9, the score difference between high science performance countries (average 510.4) and low science performance countries (average 435.4) was 75.0. Second, science performance of PISA2015 participating countries were expected to performance of 3 major fields of science and percentage of top performers in 3 major fields of science 76.0-99.7%. Third, percentage of agreement on enjoyment of science was reported 64.0% in PISA2015 participating countries, 61.2% in high science performance countries and 67.5% in low science performance countries. Fourth, for the correlation among science performance, 3 major fields of science performance, science top performers (%), science top performers (%) in 3 major science fields, and enjoyment of science, PISA2015 participating countries showed negative correlation, while high science performance countries showed low correlation and low science performance countries showed strong negative correlation.

참고문헌 (7)

  1. Ainley, M., "Student engagement with science in early adolescence : The contribution of enjoyment to students’ continuing interest in learning about science", Contemporary Educational Psychology, 36(1), pp.4~12 (2011)
  2. "OECD Programme for international students assessment: An in-depth analysis of PISA 2015 results" (2017)[URL]
  3. Krapp, A., "Structural and dynamic aspects of interest development : Theoretical considerations from an ontogenetic perspective", Learning and Instruction, 12(4), pp.383~409 (2002)
  4. Organisation for Economic Cooperation and Development, "PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy" (2013), OECD Publishing
  5. Organisation for Economic Cooperation and Development, "PISA 2012 results: What students know and can do: Student performance in mathematics, reading and science (vol. I)" (2014), OECD Publishing
  6. Organisation for Economic Cooperation and Development, "PISA 2015 results (vol I).: Excellence and equity in education" (2016), OECD Publishing
  7. Organisation for Economic Cooperation and Development, "PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem Solving" (2017), OECD Publishing

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