• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.495-504
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• 2003

This investigation into the actual condition of instruction with the General Science textbook was carried out by conducting a questionnaire survey of a General Science teachers at high schools in the Gwangju-Jeonnam area. As a result of analysis, it was found that the percentage of four different teachers teaching the four science subjects was 62.5% of the whole, and the percentage of one teacher teaching all four science subjects was 7.5% in Gwangju, with the percentages being 21.1% and 36.6%, respectively, for Jeonnam. An most appropriate type of General Science textbook instruction is for four different teachers to teach the for different subjects (75%) according to teachers in the Gwangju-Jeonnam area. The teachers that teach the General Science textbook want the course to include the following sections in this order in the chemistry field in the new General Science textbook: atoms, molecules, and ions; chemical reactions, chemical periodicity, and acids and bases

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.62-72
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• 2009

In this study, entropy definition and explanation in twelve general chemistry textbooks published in USA including what Korean universities select are analyzed. Analysis consists of two parts. One is diachronic analysis which focuses on the change between editions of same authors and the other is contents analysis composed of three sections‐ disorder in entropy definition and explanation, microstates number in entropy definition and explanation, possibility of alternative conception in learning statistical entropy and thermal entropy. As a result, the definition that entropy is the measure of disorder is denied and explanation using microstates number is introduced. Also, caution for the possibility of alternative conception that there are two different entropies is found. Reflecting the change in entropy explanation on new chemistry curriculum and reeducating teachers are meaningful on improvement of Korean chemistry education.

• Journal of the Korean Chemical Society
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• v.45 no.4
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• pp.357-369
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• 2001

This study aimed to analyze the evolution of general ideas concerning the element and the atom. In the scientific viewpoint, the modern idea of the element has been variously revised by the ancient Greeks, Boyle-Lavoisier, and Dalton. The definition of the atom was confused with that of the element from the ancient Greecian era to Lavoisier's era. The definition was also changed by Dalton and Rutherford. An analysis of the definitions of element and atom as presented in science textbooks for secondary school students and in general chemistry textbooks revealed that these definitions from diverse eras are confusing and inadequately explicated. 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 6th science curriculum. Therefore, we need to clarify the definitions of element and atom in order to help the students gain a better understanding of these scientific concepts.

• 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.54 no.3
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• pp.329-337
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• 2010

In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and 'Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.1009-1024
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• 2011

Previous studies showed that many secondary school students and teachers have difficulties in distinguishing the phenomena of dissolution and diffusion, as well as the phenomena of diffusion and effusion. In this study, currently accepted term definitions of dissolution, diffusion and effusion were searched from the IUPAC Gold Book and the physical chemistry textbooks, and the points to differentiate the definitions were sought. Also, the term definitions of these three phenomena in the secondary school text books and the college general chemistry textbooks were surveyed and compared to the currently accepted definitions. It was found that dissolution is formation of one new phase from mixing two phases, while diffusion is the migration of matter down from the concentration gradient. The "concentration gradient" is considered to be a key point to distinguish diffusion from the dissolution. However, the concentration gradient was not mentioned in the definitions of diffusion in most of the secondary school textbooks and the college general chemistry textbooks. Effusion is differentiated from diffusion by the gas molecules escaping from the container through a tiny hole without collision. The definition of effusion was not found in most of the secondary school textbooks.

• 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.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.240-251
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• 2002

In this study, we analyzed differences of explanation on gas pressure and atmospheric pressure in elementary and secondary school science textbooks and general chemistry and general earth science textbooks based on three types of explanation criteria: first, explanation of mass; second, explanation of air pressure on unit area; third. explanation of molecular motion. The results were as follows. Elementary science textbook belonged to the first type. All of the secondary school chemistry textbooks belonged to the third type. But most of the general chemistry textbooks belonged to the first and second type. Most of the earth science textbooks for secondary school and most of the general earth science textbooks belonged to the first type. Therefore, the differences of explanation could disturb students' understanding on gas pressure and atmospheric pressure.

• Journal of the Korean Chemical Society
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• v.47 no.3
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• pp.273-282
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• 2003

A questionnaire on "atomic models and electron configuration" was performed on 34 of 11th grade and 38 of 12th grade students who took the Chemistry-II course in order to examine the degree of learning achievement. Also eight Chemistry-II textbooks published in the 6th curriculum were analyzed for the similarities and differences in dealing with this topic and possible improvements were discussed in conjunction with the questionnaire. The results of this questionnaire showed that the degree of learning achievement on the topics between two different classes were not much different in general, although a little difference was found. This indicates that the topics have been taught in early 11th grade but subsequent supplemental teaching has not been performed. To study on the topics of "atomic models and electron configuration" effectively and systematically, knowledge on the basic spectroscopy and quantum mechanics should be preceeded. However this could be practically difficult under the current high school curriculum. Therefore It would be necessary to describe the basic concepts for the quantum mechanics and spectroscopy schematically in the "Reference Materials" section of the textbook, even if it is not very long. On the other hand, the Chemistry-II textbooks analyzed in this work reveal, in general, to have the similar organization and explanation modes. However it has been analyzed that a connection between the Bohr and electron-cloud atomic models might be insufficient or position of electrons might be possible to be misunderstood by students in some textbooks.

• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.144-152
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• 2007

In this study, high school science teachers' and students' various conceptions related to osmosis phenomena were compared with and analyzed in relation to the content of science textbooks used in high school science classrooms and college science courses. The questionnaires developed by the researchers were administered to science teachers and students. Differences can be found between the explanations of science textbooks on osmotic pressure and semi-permeable membranes. Many science teachers and students thought of osmotic pressure as 'membrane pressure occurred by the movement of a solvent'. Moreover, the types of teachers of semi-permeable membranes were similar regardless of their academic majors. Many of the teachers thought of a semi-permeable membrane as a membrane that 'passes small-size particles'; however, many students thought of this type of membrane as being 'selectively permeable'. Also, the salt-pickling cabbage phenomenon seemed to cause significant confusion to science teachers and students. These study results show that teachers and students possess various conceptions related to the osmosis phenomena. These different conceptions related to osmosis phenomena might cause confusion and diverse conceptions including misconceptions among teachers and students.