우리나라 중학생의 학업성취수준별사회과 개념 구조 분석
An Analysis on Social Studies Conceptual Structure of Korean Middle School Students by Educational Achievement Level
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참고문헌
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초록
본 연구는 우리나라 중학교 3학년 학생의 1%인 5,587명을 대상으로 실시한 2003년도 사회과 학업성취도 평가 결과를 중심으로, 학업 성취수준별 사회과 개념 구조의 발달 수준을 분석하였다. 본 연구에서 초점을 둔 발달의 주요 관찰 요소는 개념과 현상의 관계, 개념 구조의 체계성과 정합성, 개념 구조의 추상성이다. 분석 결과는 다음과 같다. 첫째, 개념과 현상간의 관계 측면에서 볼 때, 기초학력학생은 직접적인 경험을 통하여 개념을 형성하지만 이론적인 구조를 갖추고 있지 못하고, 보통학력학생들은 특정한 현상이나 상황을 개념과 대응시킬 수 있으며, 우수학력학생은 특정한 현상이나 상황과 일대일 대응되지 않은 추상화된 개념까지 습득한 상태이다. 둘째, 추상성과 구체성의 변화 측면에서 보면 학력 수준에 따라 개념 구조가 추상성을 향하여 선형적으로 변화하기보다는 구체성으로의 변화와 추상성으로의 변화가 동시적이면서도 순환적으로 일어난다. 셋째, 정합성 측면에서 보면 학력수준이 높아질수록 정보추출전략을 사용하여 다양한 상황과 정보를 통합할 수 있고, 그에 따라 현상론적 초안에서 설명적 정합성이 증가하는 인과적 관련성을 갖는 구조로 변화된다.
Abstract
This paper examines the development level of Social Studies conceptual structure of the Korean middle school students based on the national assessment of educational achievement result which was tested to the 5,587 third-year middle school students in 2003. It focuses on the observations on the relationship between concepts and objects, relevancy and systematic nature of conceptual structure, and abstractedness and concreteness of conceptual structure. Three major findings of this research are as follows. First, in terms of the relationship between concepts and objects, the basic level students do not establish theoretical structure although they create concepts by direct experience, while proficient level students have ability to connect specific circumstance or object to concepts, and advanced level students already have achieved abstract concepts that do not directly match specific circumstance or object. Second, in terms of the changing nature of abstractedness and concreteness, two different changes-change to abstractedness and change to concreteness-occur simultaneously and circularly, instead of a kind of linear change from abstract to concrete according to the achievement level. Third, in terms of relevancy, students show ability to integrate different circumstances and information by using higher level readout strategies as achievement level increases, and thus, develop the structure of causal relations from phenomenology primitive, which increases the level of explanatory relevancy.
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