중학교 자극과 반응 단원에서 교사의 수업 목표, 수업 후 학생의 획득 지식과 평가 문항 사이의 일치도 분석
An Analysis of Alignment between Instructional Objectives, Students’ Acquired Knowledge, and Evaluation Items in ‘Stimulus and Reaction’ Unit in Science Class of Middle Schools
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초록
The purpose of this study was to analyze the alignment between the teacher's instructional objectives, the students' acquired knowledge after the class, and the evaluation items in regards to the middle school's science 'stimulus and response' unit. 480 8th graders and 16 science teachers participated. By comparing the instructional objectives presented by the teachers with the scientific knowledge acquired by the students, their alignment was analyzed. Also, by comparing the instructional objectives presented by the teachers with the questions raised to examine the extent of acquired knowledge after the class, the alignment between them was analyzed. Lastly, the alignment between the instructional objectives, the acquired knowledge during the class, and the evaluation were analyzed. In short, with respect to classes, the alignment of sensory organs was the highest, followed by nervous systems and endocrine systems. with respect to compared items, the alignment of instructional objectives and acquired knowledge was higher than that of instructional objectives and the evaluation items.
Abstract
The purpose of this study was to analyze the alignment between the teacher's instructional objectives, the students' acquired knowledge after the class, and the evaluation items in regards to the middle school's science 'stimulus and response' unit. 480 8th graders and 16 science teachers participated. By comparing the instructional objectives presented by the teachers with the scientific knowledge acquired by the students, their alignment was analyzed. Also, by comparing the instructional objectives presented by the teachers with the questions raised to examine the extent of acquired knowledge after the class, the alignment between them was analyzed. Lastly, the alignment between the instructional objectives, the acquired knowledge during the class, and the evaluation were analyzed. In short, with respect to classes, the alignment of sensory organs was the highest, followed by nervous systems and endocrine systems. with respect to compared items, the alignment of instructional objectives and acquired knowledge was higher than that of instructional objectives and the evaluation items.
참고문헌 (19)
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