성별 및 수준별 10학년 학생들의 과학 성취도 분석
분야
자연과학 > 과학교육
저자
이병국 ( Byung Kook Yi ) , 강용희 ( Yong Hee Kang ) , 유계화 ( Kye Hwa Yoo )
발행기관
경북대학교 과학교육연구소
간행물정보
과학교육연구지 2004년, 제28권 7~24쪽(총18쪽)
파일형식
1v100191.pdf [무료 PDF 뷰어 다운로드]
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    The purpose of this study is to examine the differences of science achievement by gender and by level of academic achievement. The subjects are consisted of 211 male and 212 female 10th graders in Daegu Metropolitan City and are also divided into three groups: low-, average-, and high-academic achievement level. All kinds of examinations which the subjects had taken during 2003 academic year were analyzed (e.g., the regular, trial, entrance diagnostic evaluation and formative examinations). The results indicate that statistically significant differences exist on the scores between male and female students. In general, the scores of female students (both low- and average-academic achievement level) are higher than male students. However, the scores for male students who had high level of academic achievement are higher than those of female students who had high level of academic achievement. Specifically, the sores of the regular examinations for female students are higher than those of male student. However, female students have no higher scores in the trial examinations than male students compared to the other examinations. This corresponds to Kimball(1989)`s hypothesis that female students are poor at the external examinations. In addition, the variation of scores is very steep in the entrance diagnostic evaluation and formative tests compared to regular and trial examinations. It seems that the achievement on tests does not determined by gender, however, the students` state of seriousness related to the tests. Additional analysis reveals that male students have made weaker achievement on scores of biology in the regular and trial examinations. Female students who had high-academic achievement level have made higher scores on the regular examinations. In general, it seems that males had been more affirmative than females in the attitude related scientific subjects. However, there is no significant correlation between scientific attitude and science achievement. Based on the results of this study, there are no gender differences in the attitude for learning science. It appears that students who had high-academic achievement level are tended to have more positive attitude toward studying science.
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