New Perspectives in Science Education

Edition 13

Accepted Abstracts

Analysis of Korean Elmentary Students’ for Science Problem Sloving and Inquiry Items

Jeong Hee Jo, Chinju National University of Education (Korea, Republic of)

Young Tae Kong, Chinju National University of Education (Korea, Republic of)

Abstract

This study is focused on applying the elementary science items, scientific problem solving items and questionnaire items for Korean elementary school students. This also became an opportunity to identify the correct answer rates by released item for Korean students; compare them with the international average; check the correct answer rate of scientific problem solving ability items; and understand affective and social abilities of Korean students through the survey.

This study produced the following results.

First, this study led to examination of the correct answer rate of the science items according to whether relevant courses were completed or not and the students' responses to questionnaire items, followed by consideration on how to amend and improve the present curriculum. The correct answer rate was higher in the test items involving the contents which the students have already learned, but it was not always the case. When it comes to the contents which are related to real life or have a bigger connection between grades, the correct answer rate was higher though the relevant courses were not completed. Despite the completion of relevant courses, on the other hand, the correct answer rate of some questions was lower because the students were not accustomed to the terms used in the test items, the type of questions and the way to respond to questions. And there were many questions which make it hard to identify whether relevant courses were completed or not and to interpret the correct answer rate. This is because textbooks are small in quantity of text, and consist mainly of illustrations and pictures, making it difficult to check the scope and level of learning contents, and whether relevant courses were completed or not can be determined by teachers. In the case of learner-centered education involving discussion, investigation and classification learning, there can be a big difference in learning contents.

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