The Relationship of Cognitive Attibutes of Mathematics and Science

Sun Hee Kim1, Soojin Kim2,, Ji Young Kim3
Author Information & Copyright
1Assistant Professor, Silla University
2Research Fellow, Korea Institute for Curriculum and Evaluation
3Teacher, Myoungil Middle School
Corresponding Author : Kim, Soojin, E-mail :

ⓒ Copyright 2012, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: May 01, 2012 ; Revised: Jun 15, 2012 ; Accepted: Jun 18, 2012

Published Online: Jul 31, 2012


The purpose of this study is to diagnose students’ cognitive attributes in mathematics and science based on the Fusion mode1, one of several Cognitive diagnostic models. The Cognitive diagnostic model measures several attributes from a single item and analyzes the results based on the fields of education evaluation and measurement theory. The test, composed of multiple-choice problems in mathematics and science, was administered to the eighth graders in a middle school located in Seoul. Using this data, this study examined the correlation of cognitive attributes for mathematics and science and attempted to identify the attributes that influence achievements in mathematics and science through regression analysis. The results suggest a significant correlation of cognitive attributes for both mathematics and science, as well as several abilities in mathematics that can help in solving scientific problems.

Keywords: mathematics; science; cognitive attributes; cognitive diagnosis theory achievement