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대학수학능력시험에 출제된 생태계 관련 문항에 대한 학생들의 응답 분석-시스템 사고를 중심으로-

Analysis of Student’s Responses to Ecosystem-Related Questions Presented in the College Scholastic Ability Test - Focusing on System Thinking -

김희백|송경선|최섭
한국생물교육학회 (The Korean Society of Biology Education)|2022.03|생물교육 (BIOLOGY EDUCATION)|제50권 제1호|pp. 12-29|DOI 10.15717/bioedu.2022.50.1.12

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키워드

College Scholastic Ability Test(CSAT)ecologycomplex systemconcept mapsystem thinking
주제분류교육학

초록

The purpose of this study is to analyze student’s responses to ecosystem-related questions presented in the College Scholastic Ability Test and discover difficulties in their learning of the ecosystem. A total of 108 second-year students were asked to solve 21 questions in the ecosystem unit presented in the College Scholastic Ability Test since 2014 to 2020. And they were requested to draw a concept map concerning the ecosystem to evaluate their system thinking. First off, one-way Anova was conducted to find out difference in the level of system thinking between high and low scoring groups. Then, questions with significant gap in the level of system thinking between groups who answered right and wrong were selected to analyze why the students answered wrong. Research findings showed that the low scoring group had significantly low level of system thinking, specifically in ‘Synthesis’ and ‘Implication’, compared to high scoring group. In addition, it turned out that students answered wrong in some selected questions since they could not handle high-dimensional system thinking, while the others could not for special factors given to the questions.

Abstract

The purpose of this study is to analyze student’s responses to ecosystem-related questions presented in the College Scholastic Ability Test and discover difficulties in their learning of the ecosystem. A total of 108 second-year students were asked to solve 21 questions in the ecosystem unit presented in the College Scholastic Ability Test since 2014 to 2020. And they were requested to draw a concept map concerning the ecosystem to evaluate their system thinking. First off, one-way Anova was conducted to find out difference in the level of system thinking between high and low scoring groups. Then, questions with significant gap in the level of system thinking between groups who answered right and wrong were selected to analyze why the students answered wrong. Research findings showed that the low scoring group had significantly low level of system thinking, specifically in ‘Synthesis’ and ‘Implication’, compared to high scoring group. In addition, it turned out that students answered wrong in some selected questions since they could not handle high-dimensional system thinking, while the others could not for special factors given to the questions.

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