2009 개정 교육과정 생명과학Ⅰ 대학수학능력시험 문항 분석-‘세포와 세포 분열’영역을 중심으로 -
An Analysis of College Scholastic Ability Test Items of Life-Science Ⅰ of 2009 Revised Curriculum - Focused on the ‘Cells and Cell Division’ Unit -
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In this study, we analyzed college scholastic ability test items of the 2009 revised curriculum Life-scienceⅠ focusing on the ‘Cells and cell division’ unit. The analysis of items was conducted in the aspect of relation with curriculum, the format of items, concepts included in items, and item difficulty. Because real item difficulty data were not released, we requested a teacher expert group to predict the item difficulty. In the results, among three sub-content domains in the ‘Cells and cell division’ unit, the content about meiosis were utilized for the basis of items more than others. And in terms of the format of items, the “data analysis” type was most frequently used. The concept most frequently used in items were “chromosome”, and “diploid and haploid”, “G1 state”, “allele” were followed. In terms of item difficulty, the medium-difficult items, which range from 40% to 60%, were mainly presented. We also found that students were hard to judge true or false of statements which were related with behaviors of chromosome and changes of DNA amount in the process of cell division. Finally, we suggested that a holistic understanding of the cell division process was required in terms of teaching and learning about ‘Cells and cell division’, and we also suggested the way to improve CSAT items in the aspect of item type and organization.
Abstract
In this study, we analyzed college scholastic ability test items of the 2009 revised curriculum Life-scienceⅠ focusing on the ‘Cells and cell division’ unit. The analysis of items was conducted in the aspect of relation with curriculum, the format of items, concepts included in items, and item difficulty. Because real item difficulty data were not released, we requested a teacher expert group to predict the item difficulty. In the results, among three sub-content domains in the ‘Cells and cell division’ unit, the content about meiosis were utilized for the basis of items more than others. And in terms of the format of items, the “data analysis” type was most frequently used. The concept most frequently used in items were “chromosome”, and “diploid and haploid”, “G1 state”, “allele” were followed. In terms of item difficulty, the medium-difficult items, which range from 40% to 60%, were mainly presented. We also found that students were hard to judge true or false of statements which were related with behaviors of chromosome and changes of DNA amount in the process of cell division. Finally, we suggested that a holistic understanding of the cell division process was required in terms of teaching and learning about ‘Cells and cell division’, and we also suggested the way to improve CSAT items in the aspect of item type and organization.
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