• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of Science Education
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• v.39 no.3
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• pp.446-456
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• 2015

We have analyzed affecting factors of boiling point measurement and proposed to improve these after identifying errors of boiling point experiment in 7th grade science textbooks of 2009 revised curriculum. In the result of analyzing affecting factor of boiling point measurement for nine kinds of science textbooks, we have identified six affecting factors like as types of thermometer, heating instrument, sealing or not of stopper, position of thermometer, shape of container, and volume ratio of material and container. When performing experiment of boiling point measurement, we identified the best results when heating with a hot plate, positioning thermo sensor of MBL near neck branch after filling and sopping 10% volumes of material in round bottom flask. Based on this result, we have compared nine kinds of 7th grade science textbooks and found many errors that must be corrected in most of textbooks. Therefore it should be improved the experiment of science textbooks to enhance the understanding of students and to prevent from misconceptions for boiling point measurement.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.93-108
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• 2023

This study aims to analyze the types and roles of visualization materials presented in the third- and fourth-grade national and authorized science textbooks based on the 2015 revised curriculum. Using the type and role framework, 17 chapters were analyzed. The analysis revealed, first, that the national and authorized textbooks had different total amounts of visualization data and total amounts of simple illustrations. However, no difference in the amounts of simple illustrations and infographics used in the units was evident. The units that used the most infographics were Life, Earth and Universe, in that order, in both the national and the authorized textbooks. Second, simple illustrations were observed to have role differences according to the type of visualization data, but infographics had no such differences. Specifically, the motivational role in a simple illustration increased in all the authorized textbooks. Third, looking at the frequencies of the infographic subtypes, the Process, Structure, Comparative Analysis, and Timeline types accounted for 86% of the total, but the proportions of those subtypes varied in the national and authorized textbooks. Based on the results of this study, I suggest that to achieve differentiation in the types or roles of visualization materials, changes in the types, processes, and skills of inquiry must first occur, as must changes in the structure of chapters or lessons. Continuous research and discussion on the standards and methods for authorized textbooks are also needed.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.19-34
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• 1998

This study compared junior high school science textbooks(for grade $7{\sim}9$) of the USA, Australia, Japan, and Korea. Specifically, the amount and pattern of knowledge, process skills, activities, contexts, nature of science, and integration topics were compared in terms of country, grade, and content. The results of analysis are as follow: 1) Physics, chemistry, biology, and earth science were equally distributed in textbooks of Korea and Japan. In Korean textbooks, "law" was more emphasized compared with other countries' textbooks. 2) The most popular process skills were proportion and controlling variables in Korea's textbooks. Correlation, cause/effect, and proportion in Japan's textbooks. Controlling variables and data transformation in textbooks of USA and Australia. 3) Experiment and observation were the most popular activities in textbooks of Korea, Japan, and Australia. In textbooks of the USA, observation, experiment, survey, practice, and measurement activities were used evenly. 4) In textbooks of Korea and Japan, pure science and natural environment contexts were the most popular. 5) There was no chapter dealing with nature of science in textbooks of Korea and Japan. 6) Integration topics between science and technology were the most popular. Based on these findings, several implications on Korean science textbooks were discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.239-245
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• 2003

The primary purpose of the study was to determine the appropriateness o the inquiry processes and its activities as described in Science 8's which were written according to the 7th National Science Curriculum. It was found that the basic processes were well reflected on the textbooks analyzed for the research. However, only a few integrated processes and the inquiry activities could be read on the same textbooks. Furthermore, a large majority of the inquiry processes and activities were not agreed with what the tasks and titles say. Especially, the none of as many as 216 experiments were not coincided with their titles' intentions. Also suggested in the paper were the implications of the results for inquiry-based science education in the Korean middle schools.

• Journal of the Korean Chemical Society
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• v.43 no.2
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• pp.225-230
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• 1999

The inquiry activities closely related to chemistry which were presented in the 4 middle school science textbooks were compared and analyzed. The total volume of chemistry part was 64.8 pages (22.3%), which were the smallest one in the four categories of science. The total numbers of inquiry activities related to chemistry were 171; 59 for the first grade, 47 for the second, and 65 for the third grade and those were composed of 29 observations, 20 measurements, 113 experiments, 9 data explanations, no investigation and discussion. Therefore, the major inquiry activity was experiment (66.7%) and this maldistribution will need to be improved.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.