• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.90-96
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• 2002

The STS contents, emphasized in the 6th curriculum, in the chemistry textbooks(II) were analyzed. The STS contents in textbooks showed average value of 2.7%. The chapter of ‘chemical bond and compound' were included 3.8% of STS contents. And the chapter of ‘atomic structure and periodic table', ‘state of material and solution', ‘science of material', and ‘chemical reaction' contained 3.2%, 2.2%, 1.9%, and 1.9% of STS contents, respectively. When the STS contents were analyzed by STS topics of Piel, the results are as follows; 33.7% on effect of technological developments, 27.5% on environmental quality and utilization of natural source, 19.6% on human engineering, 13.8% on energy, and 5.4% on sociality of science. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of practical investigation, problem solving and decision making, research design and stimulation. There were no activities of role play.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.625-633
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• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1202-1218
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• 2013

This study analyzed questions related to the content knowledge on the subject of chemistry for middle and high school teacher employment examinations conducted from the school years 2009 to 2013 based on the evaluation scope of the chemistry subject content knowledge and evaluation contents that were presented by the Korea Institute for Curriculum and Evaluation (KICE). To achieve the objectives of this study, a total of 140 questions were collected with respect to the questions that appeared on the test over the last 5 years, which aimed to evaluate the level of applicants' knowledge related to the contents of chemistry subject. The ratio of the contents covered in the test was assessed based on the scope of evaluation and the items for evaluation among the 4 subjects. Based on the results, suggestions were presented in relation to the operation of the chemistry curriculum for the Department of Chemistry Education at the college of education or the restructuring of the evaluation scope. There was a significant difference in the ratio of items that appeared on the test among the 4 subjects related to the content knowledge on chemistry. Also, there was a remarkable difference in the ratio of items covered in the test among the evaluation scope by subject. The results of the analysis on the evaluation content items suggested that 41 items out of 122 did not appear in the teacher employment examination for 5 years. Based on such results of analysis, this study discussed the need for readjusting the ratio of items covered in the test on content knowledge related to chemistry or the evaluation scope and evaluation content items.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of the Korean Chemical Society
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• v.49 no.2
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• pp.215-223
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• 2005

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.269-275
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• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.340-350
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• 1999

This study was to analyze the articulation between chemistry contents of science textbooks at elementary and middle school level, to survey students ? perceptions on chemistry concepts, to establish guidelines for science textbooks that not only meet the needs of learners but also fit in a coherent way. In order to do this, we analyzed links of the aims and the organization of chemistry contents of elementary and middle school science textbooks, we also surveyed students' perceptions on chemistry concepts students had retained. The study revealed that the 6th middle school curriculum was almost a duplicate of the elementary school syllabus. And there was no interrelation between the organization of chemistry contents and the aim of the chapter which built up a logical picture of the world at a molecular level. It was also found that the lack of coherence between science textbooks in elementary and middle school was a major cause of student difficulty.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.321-327
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• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.371-378
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• 2020

The purpose of this study is to analyze the relationship between the eight topics in TIMSS 2019 8th grade chemistry domains and the Korea 2009 Revised Science Curriculum and the 2015 Revised Science Curriculum. For this purpose, four elementary and four secondary teachers participated in physics, chemistry, biology and earth science majors, and two science education experts participated in analyzing in which grades the content elements of the TIMSS 2019 science framework are covered in the Korean science curriculum. The study also analyzed whether the content of the Korean science curriculum matches the 246 items of 8th grade in the TIMSS 2019 assessment and reflects in which grades the eight topics are covered. The results of this study are as follows. First, among the TIMSS 2019 evaluation topics, topics not covered at all in the Korean middle school curriculum were periodic table, matter and energy in chemical reactions, the role of electrons in chemical bonds. Second, the topic of "the periodic table as an organizing principle for the known elements" needs to be introduced in the Korean middle school curriculum, and topics such as "familiar exothermic and endothermic reactions" and "factors affecting the reaction rates" need to be discussed in consideration of the flow of international curricula. Third, the next science curriculum should be structured so that the sequence of chemistry contents and scope, especially core concepts to be included in the elementary, secondary, and higher education curriculum is linked to continuity.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.378-386
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• 2002

In this study, the students' responses on the chemistry items of in the general science of College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 were investigated. The number of items by content and inquiry process, the average percent correct by content and inquiry process, the distribution of items by the level of percent correct, and the items with high and/or low percent correct were analysed. There were the fewest items in 'environment' area, especially in 'ozon layer', no test item had been made. The most difficult content area was 'acid rain' in 'environment'. By inquiry process, the most number of items belonged to 'analyzing & interpreting data', and 'identifying problems & formulating hypothesis' was the most difficult process. No test item came under the level of 'very difficult', and many items under the 'easy' or 'very easy' level. Students were generally poor at solving test items demanding several concepts, and very good at simply requiring basic concept treated in lower grade. Educational implications are discussed.