• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.444-454
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• 2002

In this study, we analyzed the explanation of the concepts related to osmotic pressure and semipermeable membrane that were represented in chemistry and biology textbooks of high school and general course of college. There were 4 types of explanation in osmotic pressure and 3 types of semipermeable membrane concept. Students can understand the concepts with different meaning because there are different viewpoints on the explanations of the concepts. We must consider the various types of explanation when we design science textbooks because these confusions disturb students' understanding of the concepts.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.53-65
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• 2004

This study aimed to analyze the historical evolution of general ideas concerning the particles that represent matter properties and matter changes divided into physical change and chemical change. In the science historical viewpoint, the general ideas of the base that represent matter properties has been variously revised the 5types. The definition of the matter change have also changed the 3 types. From the analysis of the definitions in secondary school science textbooks and general chemistry textbooks, we found that a lot of confusion of eras in the contents that define the concepts. Sometimes, the definition presented in one textbook was contradictory to the definitions in other textbooks. This tendency has been sustained in the textbooks from the 4th to 7th science curriculum.

• Journal of the Korean Chemical Society
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• v.47 no.2
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• pp.155-164
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• 2003

This study examined the types of explanations related to physical change and chemical change in the science textbooks of middle and high school based on the prior study of science teachers' understanding. For this research, the researchers analyzed 44 textbooks of middle school science and high school chemistry. As a result, there were no explanation or property type explanation represented in most of the textbooks related to physical and chemical change concepts. Also, there are few relationship represented between physical change and chemical change, and the examples related to physical change and chemical change were confused. These representations of textbooks can give rise to confusion of understanding of teachers and learners. So, it needs to re-design the explanation types correctly and constantly in science textbooks related to physical change and chemical change.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.51-61
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• 2009

The purposes of this study are to analyze the learning contents on the measurement of reaction rate which is introduced in the high school ‘science’ and ‘chemistry II’ textbooks, and to revise the experiment appropriate to the learning contents. We examined 11 kinds of ‘science’ textbooks, 8 kinds of ‘chemistry II’ textbooks and 11 kinds of teacher’s manuals used in Korea and additionally surveyed teachers’ opinions on this subject. Most of textbook and teacher’s manuals described that ‘the reaction rate generally decreases through the time’, teachers’ conception also agreed with it. But most of experimental activities in the textbooks were inadequate to explain the concept that the reaction rate generally decreases with time. We analyzed the reasons and revised the experimental condition to solve this disagreement between the description in textbooks and an experimental result. Then we compared improved experimental result and theoretical prediction data. The improved experiment in this study is expected to help to describe the conception of chemical reaction rate in the textbook more clearly.

• 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 Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.805-812
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• 2006

In this study the description patterns of chemistry textbooks on the boiling point elevation phenomenon and the understanding patterns of high school students, pre-service teachers and chemistry teachers were investigated. High school chemistry II textbooks developed in the 6th and 7th national curricula were analyzed and the conception patterns of subjects on this phenomenon were categorized using a questionnaire developed for this study. The description patterns of science textbooks were classified into three: 'decreasing of surface solvent molecules', 'attraction force between solvent and solute molecules' and 'decreasing of surface solvent molecules and attraction force between solvent and solute molecules'. In the result of the conception analysis, the ratio of 'attraction force between solvent and solute molecules' was high among students, pre-service teachers, and chemistry teachers. There was a propensity that they would like to explain the boiling point elevation in terms of enthalpy rather than entropy, and in order to analyze this propensity, follow-up interviews were carried out.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.453-465
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• 2009

In this study, the descriptions of salt solubility in the textbooks of secondary school and college were reviewed to figure out the reason of low understanding of elementary and secondary school students and teachers about the solubility of a salt in the presence of other ions. The ionic strength dependence of salt solubility was not introduced in the secondary school textbooks and general chemistry textbooks. It appeared in the physical chemistry textbooks as a direct or an indirect explanation. However, most of college senior students who had learned the physical chemistry could not relate the salt solubility with the ionic strength change. The factors might affect salt solubility, such as the ion pair formation and the activity coefficient change by ionic strength, were mentioned and an experimental result was also shown to resolve the questions that college students and teachers might have. Because these explanations are beyond the secondary school level, we need to develope an easier and better explanation suitable for the secondary school students.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.1-11
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• 2002

The purpose of the study is to compare and analyze the elementary science textbooks' contents between the United States(Science Horizons) and Korea for teaching the Returnee students. The analyzed contents are the name of chapters, the number of chapters, the page amounts of chapters, the structure of chapters and the studying time of chapters. The results of this study are : 1. Korean science textbook's number is 20. 'Science Horizons' has 6. Korean science textbook's total number of chapter is 58, 'Science Horizons' is 75. Korean science textbook's total number of page is 1,60.3, 'Science Horizons' is 2,106. So 'Science Horizons' has more number of chapter and page than Korean textbooks. 2. The ratio of Korean science textbook's contents is as follows: physical area, 22.4%; chemistry area, 12 1％: biology area, 39.6%; earth science area, 25.9%. But the ratio of 'Science Horizons' science textbook's contents is as follows: physical area,21.3%; chemistry area,4.0%; biology area, 46.7%; earth science area. 28.0%. 3. In case of 'Predicting the Weather' chapter, Korean science textbook has 3 lessons, 17 themes and 11 activities, whereas' Science Horizons' has 5 lessons, 10 themes and 5 activities. 4. The themes or chapters of 'Science Horizons' to propose deeper than Korea are about animals and plants, energy and movement, weather and season. our body, and earth and outer space. In case of Korean textbook are about chemistry area, the rock and volcanic activity and electric circuit. There are some differences between Korean and the United States' elementary science curriculum and textbook's contents. And the returnee students has many troubles to adapt korean science curriculum, textbooks and educational environment,;. Therefore, teachers should know and understand that, and help them.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.