고등학교 화학교과와 기능사 국가자격검정 시험의 연계성 분석

Abstract

ABSTRACT

Study of Connection between High School Chemistry and National Technical Qualification Test

Jo Gye-Seung Advisor : Prof. HyunJu Park, Ph.D. Major in Chemistry Education Graduate School of Education, Chosun University

This study inquires into the connection between high school chemistry according to the 2009 National Curriculum and the National Technical Qualification Test, broadens the understanding of practical use and value of chemistry in the industrial technology field, and attempts to motivate students to learn chemistry and provide a basic material for their career education and about the importance and necessity of chemistry. Subjects were limited to certified technicians, including Craftsman Environmental, New and Renewable Energy Equipment Craftsman (solar), Craftsman Chemical Analysis, Craftsman Hazardous Material, Craftsman Gas, Craftsman Dip Printing (dip dyeing), Craftsman Material in the industrial technology fields that are closely related to high school chemistry and will be promising in the future, and qualification items, contents and questions in the Technical Qualification Tests were analyzed. As a result of an analysis of high school chemistry and seven licenses of certified technicians, its connection to the qualification items was as follows: First, except New and Renewable Energy Equipment Craftsman, they had relatively high connections between 43% and 55%, and there was a connection of 25% with New and Renewable Energy Equipment Craftsman, therefor it can be said to have a connection. Second, to look into the connections of seven licenses with ChemistryⅠ and Ⅱ, ChemistryⅠaccounted for 49% ChemistryⅡ, 47%; and other, 4%, so it was found ChemistryⅠ had about 2% more rate of the connection. These numerical values mean that ChemistryⅠ and Ⅱ account for high proportions, so in the relations with licenses analyzed above, it can be said that both ChemistryⅠ and Ⅱ have significant relations with the qualification items of the licenses with a numerical value close to 50%. Third, regarding the proportions of the seven licenses to the system of contents of the chemistry curriculum connected with them, it was found that the ChemistryⅠcurriculum had connections to all areas except the architectural art section of the molecular world. Fourth, the ChemistryⅡ curriculum had connections to all areas. Of the seven licenses, the results of analysis of connections of the questions set in five licenses with Chemistry Ⅰ and Ⅱ except two licenses (New and Renewable Energy Equipment Craftsman and Craftsman Dip Printing) were as follows: First, it turned out that Craftsman Chemical Analysis had a connection of 78%; Craftsman Environmental, 47%; Craftsman Hazardous Material, 65%; Craftsman Gas, 52%; and Craftsman Surface Finishing Treatment, 54%. All the licenses had more than a half connection, and four licenses except Craftsman Environmental had a higher or similar connection to qualification items in the tests. When qualification items and questions set in chemistry were compared with those of the Qualification Tests, the connection by each unit was almost the same, but the connected contents and the number were more in the questions. It probably was because many chemistry-related contents of qualification items were dealt and the frequency of questions about the contents related to chemistry was high. Chemistry teachers, career guidance teachers and teachers in charge will use the above results as a useful material for students in selecting a subject in the operation of the selective high school curriculum by presenting connections between chemistry and areas of qualifications and introducing occupational clusters related to licenses and promising occupational clusters in the future. Moreover, it is necessary to continue to carry out concrete research on the relationship between the school subject and the world of work in career guidance.