• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.240-251
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• 2002

In this study, we analyzed differences of explanation on gas pressure and atmospheric pressure in elementary and secondary school science textbooks and general chemistry and general earth science textbooks based on three types of explanation criteria: first, explanation of mass; second, explanation of air pressure on unit area; third. explanation of molecular motion. The results were as follows. Elementary science textbook belonged to the first type. All of the secondary school chemistry textbooks belonged to the third type. But most of the general chemistry textbooks belonged to the first and second type. Most of the earth science textbooks for secondary school and most of the general earth science textbooks belonged to the first type. Therefore, the differences of explanation could disturb students' understanding on gas pressure and atmospheric pressure.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.240-247
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• 2010

The purposes of this study were to analyze the contents of sulfuric acid in Science textbooks and Chemistry II textbooks, and to survey 10 pre-service teachers' perceptions who majored chemistry education related to sulfuric acid. As results, most of the Science textbooks represented that sulfuric acid was divided into two $H^+$ and one $SO_4{^{2-}}$. But this mistake might be corrected because sulfuric acid was divided into one $H^+$and one $HSO_4{^-}$. Most of Chemistry II textbooks represented ionization steps of sulfuric acid, but same mistake was represented in some of Chemistry II textbooks. $HSO_4{^-}$ is a weak acid, but some Chemistry II textbooks represented $HSO_4{^-}$ as a strong acid. As results of the survey related to pre-service teachers' perceptions, some pre-service teachers didn't know the situation of particles in sulfuric acid solution, and they were affected on by the learning of high school classrooms.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.491-499
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• 2001

The purpose of this study was to examine for high school chemistry I textbooks published by the 6th curriculum and some foreign STS programs such as Chemistry in the Community, Science and Technology in Society, Chemistry: The Salter's Approach by analyzing STS contents, students' activity, overall structure of the books and space devoted to STS, and to provide improvement schemes for developing high school chemistry I textbooks to be developed by the 7th curriculum in future. It was found that STS topics in the high school chemistry I textbooks were related only to 'social problems and issues', 'applications of science', 'multiple dimensions of science', and STS contents were presented mostly by narration. Students' activities were limited to discussion and survey, and none of the topics were related to 'career awareness', and 'cooperative work on real problems' in high school chemistry I textbooks. On the contrary, a variety of STS topics and activities such as case study related to local and community, practicing decision-making strategies, role play, practical work career awareness were included in foreign STS programs. Desirable directions for the improvement of STS contents and structure of present high school chemistry I textbooks were proposed in this paper.

• Journal of Science Education
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• v.40 no.3
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• pp.254-266
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• 2016

In this study, MBL experiments in the Korean secondary science textbooks and chemistry textbooks under the 2007 and the 2009 curriculum revision were analyzed in terms of curriculum revision era, grade, context of experiment in the textbook, field of science, topic, sensor, and publisher. As a result, 25 MBL experiments were found in the science textbooks under the 2007 revision, and 29 experiments under the 2009 revision (19 for middle school textbook and 10 for high school textbook). MBL experiments in middle school textbooks were not increased after curriculum revision while those in high school textbooks appeared for the first time. Most of them were in the textbooks for grade 7 and presented as an essential experiment rather than optional one. Motion sensor and temperature sensor were used most frequently, and oxygen sensor and carbon dioxide sensor were followed. In aspect of publishers, a frequency of MBL experiment was decreased in most textbook and some publishers didn't include MBL experiment at all. Based on these results, educational implications were discussed.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.145-156
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• 2000

The content of oxidation-reduction in the chemistry textbooks from middle school to college was analyzed about the effective connection of curricular articulation. The classification was divided from five groups of 'first concept', 'same concept', 'overlap', 'development', and 'gap'. As a results, there was a deep big gap from middle school to high school and the effectiveness from high school to college was quite acceptable. Finally, the flow map, consisted of each concept between the school unit, was suggested.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.1009-1024
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• 2011

Previous studies showed that many secondary school students and teachers have difficulties in distinguishing the phenomena of dissolution and diffusion, as well as the phenomena of diffusion and effusion. In this study, currently accepted term definitions of dissolution, diffusion and effusion were searched from the IUPAC Gold Book and the physical chemistry textbooks, and the points to differentiate the definitions were sought. Also, the term definitions of these three phenomena in the secondary school text books and the college general chemistry textbooks were surveyed and compared to the currently accepted definitions. It was found that dissolution is formation of one new phase from mixing two phases, while diffusion is the migration of matter down from the concentration gradient. The "concentration gradient" is considered to be a key point to distinguish diffusion from the dissolution. However, the concentration gradient was not mentioned in the definitions of diffusion in most of the secondary school textbooks and the college general chemistry textbooks. Effusion is differentiated from diffusion by the gas molecules escaping from the container through a tiny hole without collision. The definition of effusion was not found in most of the secondary school textbooks.

• Journal of the Korean Chemical Society
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• v.54 no.4
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• pp.479-486
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• 2010

The purposes of this study are to investigate the description of scientifically debatable carbonic acid in the Korean high school textbooks, characterize the physical properties of 'carbonic acid solutions' by using an MBL set-up and compare the properties with textual ones. Four different aqueous solutions of carbon dioxide have been prepared and analyzed: naturally aerated aqueous solution, dry ice-dissolving solution, $CO_2$-bubbling solution and commercial carbonic acid water. Experimental findings showed that pH and conductivity of these 4 solutions ranged from 3.85 to 5.66 and from 0.21 ${\mu}S$/cm to 272.1 ${\mu}S$/cm, respectively. Out of these solutions, the dissociation constant($K_{a1}$) of the bubbling solution at room temperature could be calculated to $5.7{\times}10^{-7}$ which value is comparable to the textual $4.3{\times}10^{-7}$ within experimental errors, which means that textual compound is not pure carbonic acid but the equilibrated mixture of carbonic acid and the aqueous solution of carbon dioxide. On the other hand, textual analysis showed that most of high school textbooks used carbonic acid as an example of weak acid and buffer solution of the blood but none of them distinguished the carbonic acid from the aqueous solution of carbon dioxide. Only one textbook, however, tiered two species in the chemical equation.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.214-225
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• 2018

In this study, we tried to find out how heat and thermal energy terms are defined and used in Korean science textbooks, and to see if there are any differences in the meaning of these terms used in different areas of science. For this purpose, the contents of 52 science textbooks of elementary, middle and high school published by the 2009 revised curriculum were analyzed. The definition of the term heat is given in the middle school Science(1) and the high school Physics I and II textbooks. Most textbooks define heat as "energy transferred due to a temperature difference (Type I)". Only one textbook of Physics I defines heat as "transfer of energy due to a temperature difference (Type II)". The definition of thermal energy is mostly presented in the middle school Science (2) and the high school Physics I textbooks. Physics I textbooks define the thermal energy as "molecular kinetic energy (Type III)", while Science(2) textbooks define it as Type I or "energy causes temperature change or phase transition of matter (Type IV)". In the texts of textbooks, heat is mainly used as the meaning of Type I or Type III. Thermal energy is mainly used as Type III, but it is also used as Type I in the high school Physics and Chemistry textbooks. The meanings of heat and thermal energy terms used are differed by the area of science. They are mainly used as type I or type III in Physics and Chemistry textbooks, and used as type III in Life Science and Earth Science textbooks.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.683-695
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• 2002

In this study, we analyzed types of explanation on osmosis concept that were represented in chemistry and biology textbooks of high school and college. There were 5 types of explanation on osmosis concept. The types of explanation were diffusion of solvent, collision, hydration, equilibrium of concentration and screen of holes. Last two types of explanation were classified into misconceptions. The various types of explanation on osmosis concept might cause to have be a reason that students had many misconceptions and to feel difficult to learn about osmosis concept. Many of textbooks is accord to types of concept explanation and figure explanation on osmosis but some is not.