• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.88-97
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• 2005

The purpose of this study was to investigate explanations of science textbooks and science teachers' conceptions related to freezing point depression phenomenon. Seven kinds of middle school science textbooks and five kinds of high school chemistryII textbooks were analyzed for the purpose. The teachers' conceptions were searched by a questionnaire developed in this study. The subjects were 146 science teachers. The explanation types of science textbooks were divided into two; 'Description of the phenomenon' and 'Vapor pressure lowering'. The explanations in most of middle school science textbooks and high school chemistryII textbooks belong to 'Description of the phenomenon' and there was no explanation of the reason. The graphs related to depression of freezing point were diverse, too. Most of the science teachers also did not have scientific conception. The percentage of the teachers who thought that the cause of freezing point depression was blocking of solute in solution was high. But the teacher could not find meaningful relation the 'Blocking of solute' explanation represented for elevation of boiling point with depression of freezing point. It is insisted that entropy concept is need to explain depression of freezing point phenomenon in this study.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.162-176
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• 2001

This study was covered with the analysis of five kinds of the middle school science text books(chemistry part) based on the oth curriculum. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension and the results are as follows;1. In the analysis of the contents in the middle school science textbooks(chemistry part), the average number of total pages was 197.6. The illustration and picture were contained 0.66 in number per a page, and the average number of further readings was 5.8.2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in five kinds of textbooks was 222. And the number of imquiry activities in five kinds of textbooks was siverse : A textbook had 51, B texbook 49, C textbook 37 and E textbook 35.3. For the analysis of inquiry process dimension. it follows in the order of 'interpreing data and formulating generalizations (42.4%)','observation and measuring (38.1%)','seeing a problem and seeking ways to solve it (7.8%)' and 'building, testing and revising the theoretical model(11.7%)'.4. As for the analysis of the inquiry context dimension, the scientific context occupied 94.2%, the individual context 0.4%, the social context 2.7% and the technical context 2.7%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 5.8%.

• Journal of the Korean Chemical Society
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• v.49 no.1
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• pp.83-95
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• 2005

• Journal of the Korean Chemical Society
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• v.44 no.6
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• pp.611-624
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• 2000

In this study we analysed 3-12 grade science textbooks, many literatures and internet sites related to diffusion and dissolution concepts. From these data, we discovered that the explanations of diffusion that used in textbooks are not considered the site of collision with mediums, and confused with dissolution, state transition and effusion. In the case of dissolution, almost analysis data were short of the explanations of interaction effect. Most of all, the focus of dissolution explanations was to solve the calculation problems rather than to understand the concept. Every internet site was poor, just as the level of showing textbook contents with computer, so the only effect of using computer was the sense of sight and hearing. Chemistry must be understood nature phenomena with a view point of particle theory, but many textbooks and Internet sites didn't represent it sufficiently. We set up the correct scientific concept and linked micro world of particle theory with macro world of nature phenomena. With a use of computer which have the advantage of representing moving things, we developed the computer-assisted instruction programs related to diffusion and dissolution with the viewpoint of particle movement.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.362-373
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• 2016

In this study, ionic compound in the science textbooks developed under the 2009 revised national curriculum were analyzed in terms of the scientific concept and model description and the student understanding through the questionnaires. Analysis of textbooks was performed for science2 of middle school and chemistry I & II of high school. Questionnaire was carried out with 194 students including middle school 2nd grade and high school 1st-3rd grade. The results are as follows: First, as a result of analysis of textbooks, scientific concepts and models used to explain the ionic compound showed differences depending on the types of textbooks. In addition, scientific models were provided with or without explanation for the scientific concepts. Second, analysis of the questionnaire showed that students didn’t properly understood scientific concepts and models in the ion formation, stoichiometric ratio between ions.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.55-64
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• 2010

This study was intended to survey and analyze the illustrations of Chinese elementary science textbooks. The analysis criterion was composed of two categories, the kind of illustration and the role of illustration. The kind of illustration was divided into six subcategories categories such as photograph, picture, illustration, cartoon, diagram and recording sheet. The role of illustration was divided into four subcategories such as motive induction, guidance for learning, the supply of learning material, the presentation of learning result. The findings of this study were as follows. Chinese elementary science textbooks have about 3.55 illustrations per page. Compared with Korean ones, Chinese ones have more illustrations. From the analysis of the kinds of the illustrations on grade basis, it was found that the order of percentage of illustrations of Chinese elementary science textbooks is photograph, cartoon et al.. Photograph is prominent in entire grade. And From the analysis of the kinds of the illustrations on domain basis, the same results was founded. From the analysis of the roles of the illustrations on grade basis showed that both supply of learning material and guidance for learning are dominant in entire grade. The role of supply of learning material is a little more major than that of guidance for learning. From the analysis of the roles of the illustrations on domain basis, it was found that in domain of physics and chemistry the role of guidance for learning is major, and in domain of biology and earth science the role of supply of learning material is major.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.93-100
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• 2007

The purposes of this study were to analyze problems in the experiments for comparing properties of a mixture with a compound of iron and sulfur and then to suggest the improved experiments. For this study, the experimental methods in 9th science textbooks described were analyzed and middle school science teachers were asked to conduct the experiment according to the process of the textbook and to point problems of the experiment. Two alternative experiments, which improves the problems of the toxic and provocative experiment and of distinction between a mixture and a compound by magnetic properties, were proposed. The two experiments were applied to the 10 science teachers and 60 students from a “S” middle school. They responded that the experiments were suitable for comparing properties of a mixture and a compound and helpful to understand the concept.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.633-642
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• 2010

In this study, science teachers' perception and attitude toward nanotechnology are examined through questionnaires gathered from 134 secondary science teachers. As a result, the study shows that science teachers have high perceptiveness. However, they do not understand specific information on nanotechnology correctly. Science teachers have positive attitudes toward nanotechnology and they have perceived risks of nanotechnology as well as benefits of nanotechnology. Science teachers show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chip and nano-taste enhancer. Science teachers are exposed to nanotechnology via various sources such as TV and internet, whereas teachers rarely get information on nanotechnology-related concepts in textbooks and teaching resources. Science teachers have perceived many textbooks do not introduce enough nanotechnology-related concepts. Many teachers try to explain the nanotechnology when textbooks include nanotechnology-related concepts, whereas quite a few of teachers do not introduce the nanotechnology-related concepts in class.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.544-555
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• 2004

This study examined the conception types of high school students, chemistry teachers, and pre-service teachers about the salt bridge in Daniel cell by a questionnaire and follow-up interviews. High school chemistry II textbooks were analyzed for finding the cause of the understanding difficulties of the teachers and students. Pre-service teachers' thoughts examined for the problems of pre-service teacher programs. From the analysis, it was found that teachers only thought that the role of salt bridge is for ion movement of two solutions involving electrodes. But they didn't have the conception that salt bridge has a roll of connection a circuit. This result was similar to students' and pre-service teachers' results. It was possible that insufficient and different explanations of the textbooks were attributed the teachers' and students' conceptual difficulties.