Journal of the Korean Chemical Society (대한화학회지)

Korean Chemical Society (대한화학회)
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A Comparative Analysis of the Method of Evaluation of Character Competence in High School Chemistry Classes Based on Collaborative Problem-Solving for Competency(CoProC) Instruction Model

협력적 문제해결 중심 교수모델(CoProC)을 적용한 고등학교 화학 수업에서의 인성역량 평가 방법에 대한 비교 분석

  • Kim, Minjung (Department of Chemistry Education, Pusan National University) ;
  • Park, Jihun (Department of Chemistry Education, Pusan National University) ;
  • Park, Jongseok (Department of Chemistry Education, Kyungpook National University) ;
  • Son, Jeongwoo (Department of Physics Education, Gyeongsang National University) ;
  • Nam, Jeonghee (Department of Chemistry Education, Pusan National University)
  • 김민정 (부산대학교 화학교육과) ;
  • 박지훈 (부산대학교 화학교육과) ;
  • 박종석 (경북대학교 화학교육과) ;
  • 손정우 (경상대학교 물리교육과) ;
  • 남정희 (부산대학교 화학교육과)
  • Received : 2020.12.09
  • Accepted : 2021.02.10
  • Published : 2021.04.20
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Abstract

The study applied chemistry classes based on Collaborative Problem-Solving for Competency(CoProC) Instruction Model to 86 high school seniors and recognized the resulting changes in Character Competence through character competence test, analysis of argumentation, and analysis of reflective writing. In addition, the analysis of the correlation between the assessment results showed what each evaluation method meant to assess Character Competence. The study found that the average score of Character Competence rose in all three assessments, but differences were found in the detailed factors. Character competency test is meaningful in helping students participate with a sense of mastery of learning as a self-evaluation, and the analysis of the argumentation process seems to be an appropriate evaluation method to evaluate the Character Competence shown by students' words and actions through course evaluations. An analysis of reflective writing showed the advantage of being able to analyze Character competencies that are difficult to show in action by looking back on the entire course of learning. In addition, given that the correlation between the three assessment results is very low, it is expected that the three Character competency assessment methods will be conducted together to obtain detailed and comprehensive information on students' character competencies.

이 연구는 협력적 문제해결 중심 교수모델(CoProC)에 기반한 화학 수업을 고등학교 3학년 86명에게 적용하고 이에 따른 인성역량 변화를 인성역량 검사, 논의과정 분석, 반성 글쓰기 분석으로 알아보았으며, 평가 결과 간 상관관계를 분석하였다. 연구 결과, 세 평가 간 상관관계는 낮았으나 모두 인성역량 평균 점수가 향상되었고 세부 인성역량 요소에서는 차이가 나타났다. 인성역량 검사는 자기평가로써 학생들이 학습의 주인의식을 갖고 참여하도록 하였고, 논의과정 분석은 과정평가로써 학생의 말과 행동으로 나타나는 인성역량을 평가하기에 적합한 평가 방법으로 나타났으며, 반성 글쓰기 분석은 학생이 학습 전 과정을 되돌아보면서 행동으로 나타나기 어려운 인성역량을 분석할 수 있다는 장점을 보였다. 따라서 세 인성역량 평가 방법이 상호 보완적으로 함께 실시되면 학생들의 인성역량에 대한 세부적이고 종합적인 정보를 얻을 수 있다고 판단된다.

Keywords

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