대학수학능력시험 화학 I 문항 분석을 위한 3차원 분석틀 개발과 화학 I 문항 분석
Development of a Three-Dimensional Analytical Framework for Analyzing Chemistry I Questions on the CSAT and Analysis of Chemistry I Questions
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이 연구는 화학 핵심 개념, 화학 행동 영역, 수학 행동 영역으로 구성된 3차원 분석틀을 이용하여 2019학년도부터 2022 학년도까지 4개년도의 대학수학능력시험 화학Ⅰ 문항을 분석하여 영역별 출제 문항 수와 비율을 알아보고 이를 바탕으로 각 영역 간의 관계에 대하여 알아보았다. 연구 결과, 대학수학능력시험 화학 Ⅰ 문항은 핵심 개별 별로 비교적 고르게 출제되었으나, 고난도 문항은 양적 관계에 편중되었다. 화학 행동 차원의 경우, 문제 인식 및 가설 설정, 탐구 설계 및 수행 영역의 문항 출제 비율이 매우 낮았고, 고난도 문항의 경우 결론 도출 및 평가에 편중되었다. 수학 행동 영역의 경우, 발견적 추론 영역과 연역적 추론 영역에서 출제된 문항 수가 매우 적었고, 고난도 문항은 내적 문제해결력 영역에 편중되었다. 또한, 특정 화학 핵심 개념과 화학의 행동 영역은 특정 수학 행동 영역과 높은 연관성을 보였으며, 이러한 특징은 학생들이 어려워하는 고차원적 수학 행동 영역을 포함하는 문항에서 두드러지게 나타났다.
Abstract
The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.
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