• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.19-29
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• 2020

We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.491-499
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• 2012

This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.645-653
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• 2004

The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.111-122
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• 2019

In this study, the characteristics of the reading materials in the chemistry domain of elementary school science and middle school science textbooks and chemistry I and II textbooks developed under the 2009 Revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of theme, purpose, types of presentation, and students' activity. The inscriptions in the reading materials were also analyzed from the viewpoint of type, role, caption and index, and proximity type. The results indicated that more reading materials were included in the elementary science textbooks compared to middle school science, chemistry I, and/or chemistry II textbooks. The percentage of application in everyday life theme was high in the reading materials of elementary science textbooks, whereas the percentage of scientific knowledge theme was high in those of middle school science, chemistry I, and/or chemistry II textbooks. It was also found that the percentage of expanding concepts purpose was high in the reading materials of elementary science textbooks, whereas the percentage of supplementing concepts purpose was high in those of middle school science, chemistry I, and/or chemistry II textbooks. Several limitations in the use of inscriptions were found to exist; most inscriptions were photograph and/or illustration; most inscriptions were supplementing or elaborating texts; many inscriptions were presented without a caption or an index; there was a problem in the proximity of inscriptions to text.

• Journal of the Korean Chemical Society
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• v.61 no.6
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• pp.369-377
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• 2017

The purpose of this study was to investigate high school students' perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students' experimental activities.

• Journal of the Korean Chemical Society
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• v.65 no.5
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• pp.358-369
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• 2021

In this study, the contents of the electron transfer model presented in the 4 chemistry I and the 4 chemistry II textbooks of 2009 revised curriculum and 9 chemistry I textbooks and 6 chemistry II textbooks of 2015 revised curriculum were analyzed in the viewpoint of model's Ignorance. In addition, 3 questions were developed to find out whether 24 pre-service teachers were perceived of the Ignorance of the electron transfer model. As a result, Most textbooks explain the redox reaction of covalent bond substances, which is an inconsistent context of the electron transfer model, with mixing oxidation number change and electron transfer or with electron transfer. In addition, the change to the development and use of the model emphasized in the 2015 revised curriculum was not clearly revealed in the curriculum comparison. Most pre-service teachers incompletely perceived or did not perceive Ignorance of the electron transfer model. Only 1 pre-service teacher perceived Ignorance of the model. In conclusion, the textbook description needs to be improved so that Ignorance of the model is revealed when the textbook describes the inconsistent situation of the electron transfer model. And through the education for pre-service teachers, it is necessary to provide an opportunity for pre-service teachers to perceive Ignorance of the electron transfer model.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.653-665
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• 2009

The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.

• 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 the Korean Chemical Society
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• v.51 no.1
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• pp.73-81
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• 2007

The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.175-188
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• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.