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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 54, Number 3
JKCSEZ 54(3)
June 20, 2010 

Analysis of the End-of-Chapter Questions in Chemistry II according to Revised Bloom's Taxonomy of Educational Objectives

Bloom의 개정된 교육목표 분류에 따른 화학II 단원 평가 문항 분석
Young Jin Seo, Hyoung Soo Kim, Hee K Chae*

서영진, 김형수, 채희권*
블룸, 교육목표 분류틀, 인지 영역, 화학II 교과서 , Bloom, Taxonomy of educational objects, Cognitive category, Chemistry II textbook

In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and ‘Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.

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