• Journal of the Korean Chemical Society
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• v.63 no.6
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• pp.486-504
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• 2019

This study analyzed achievement standards in the 2015 Science Education Standards as well as activities and assessment items in the Integrated Science, Chemistry I, and Chemistry II textbooks using science core competencies and subcomponents. All five scientific core competencies, in order of scientific thinking capacity, scientific inquiry capacity, scientific communication capacity, scientific problem solving capacity, and scientific participation and lifelong learning capacity, were included in the achievement standards of Integrated Science. Scientific thinking capacity, scientific inquiry capacity, and scientific communication capacity were included in the achievement standards of Chemistry I. The achievement standards of Chemistry II only included scientific thinking capacity. All five scientific core competencies were involved in activities of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest propotion was scientific thinking capacity and scientific inquiry capacity. All five scientific core competencies were involved in assessment items of Integrated Science, Chemistry I, and Chemistry II textbooks and the highest proportion was scientific thinking capacity.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.204-210
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• 2017

In this study, we analyzed the descriptions of the electron movement model and the oxidation number change model presented in the 2009 revised curriculum and textbooks. We also investigated chemistry education major teachers' conceptions of limitations of each model. The electron movement model and oxidation number change model were presented in the curriculum and the textbooks. However, hybrid model was also presented which fail to grasp the limitation of each model. The hybrid model explains redox reactions of covalent bond compounds by electron movement model or even if it explains redox reactions by oxidation number change model, this explanations have the problem of confusing the virtual electron movement with the actual electron movement. A questionnaire and interviews were conducted to investigate chemistry education major teachers' perceptions of redox reactions. As results, many teachers did not recognize the limitations of each model and had difficulties to distinguish redox reactions from acid-base reactions because of the hybrid model.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.243-250
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• 2022

The purpose of this study was to investigate the inscription of North Korean Higher-Level Middle School 1 chemistry textbooks in the era of North Korean leader Kim Jong-un to understand North Korean chemistry education. The types and functions of inscription for each unit of the North Korean Higher-Level Middle School 1 Chemistry textbook were analyzed and compared with the inscription of the 'Chemistry I' textbook in South Korea. Inscriptions were analyzed by constructing an analysis frame based on previous studies. The analysis results were as follows. First, as for the types of inscription used in North Korean textbooks, photographs and illustrations were used the most, and graphs were used the least. Second, the functions of inscription used in North Korean textbooks had many exploratory and exemplary functions, and decorative functions were used the least. Third, there was no significant difference in type and function of textbook inscriptions from North and South Korea. The results of this study may be helpful in understanding North Korean chemistry education.

• Journal of Science Education
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• v.36 no.1
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• pp.69-83
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• 2012

The purpose of this study was to analyze the reading materials in 7th curriculum and 2009 revised high school chemistry I textbook for identifying the problems of reading material presented in science textbooks and to investigate science teachers' recognition about utilization reading materials in science textbook. For this purpose, each four 7th curriculum and 2009 revised high school chemistry I textbook were analyzed according to the number of reading materials, the type of contents and the type of students' activities. In addition, the secondary school science teachers' recognition about utilization reading materials in science textbook was investigated. The results were as follows: First, anylizing reading materials in chemistry I textbooks showed that and the rate of reading materials were presented from 7.9 to 17.1% in 7th curriculum and from 20.6 to 28.2% in 2009 revised curriculum textbook. It implies that the rate of reading materials in 2009 revised textbooks increases more than those in 7th curriculum textbook. The result of analyzing the type of contents, 'life sciences' was the largest proportion with 34.3 % in the 7th curriculum chemistry I, but 'enrichment and supplement of knowledge' was the largest proportion with 23.7% in 2009 revised curriculum. Analyzing the type of student activities, only 13% of the reading materials in 7th National Curriculum textbook was found to be inquiry type, but 35% of the reading materials in the 2009 revised curriculum. appears to be inquiry type. It suggested that the curriculum objectives was reflected in the textbook. Second, investigating recognition of teachers' perceptions of utilization science textbooks, 67% teachers responded that they used the reading materials in their science class, but teachers who didn't use the reading materials was almost 33%. A large number of teachers responded that the reading materials associated with the real-life needed for integrated education and thought that the reading materials about 'life and science' should be included in the science textbooks.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.633-644
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• 2003

The purpose of this study was to analyze the inquiry elements and inquiry activity of the inquiry area in chemistry I textbooks authorized by 7th curriculum. It was to confirm suitable reflection of the 7th science curriculum and to find educational suggestions of inquiry learning. It was found that the basic inquiry elements except measuring and classifying were well reflected on the textbooks. However, only several integrated inquiry elements and the inquiry activities were well reflected on the same textbooks. For the integrated inquiry elements, interpreting data was shown as the tower above the rest inquiry elements. In the analysis of inquiry activity, the numbers of experiment is placed almost half of all inquiry activities. The sum of two numbers of investigation and discussion is similar ratio to experiment but field trip and project are rarely or low ratio. As the integrated inquiry elements and inquiry activities were not balanced for various inquiry learning. It is suggested that learners be educated with complementary of these aspects in inquiry learning.

• Journal of the Korean Chemical Society
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• v.48 no.5
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• pp.519-526
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• 2004

The purpose of this study was to search pre-service teachers?and chemistry teachers?conceptions related to electrolysis process by predicting electrolysis products in NaI solution. A questionnaire developed by the researchers and following interviews were adopted for the research. By the methods, the conceptions of the groups were compared. Also, the relationship between their conceptions and explanations of chemistry II textbooks and general chemistry books was examined. From the analysis, it was found that most of the pre-service teachers had difficulties in using standard electrode potential when they predicted products of electrolysis. Most of the chemistry teachers could use standard electrode potential, but it was difficult to understand water electrolysis in redox reaction. The explanations of chemistry II textbooks also contained misconceptions.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.16-24
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• 2007

The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry- I textbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry- I. The results of this study are as follows. First, units associated with environment account for an average of 43.7% on chemistry- I in 7th curriculum. Second, contents of units related to environmental education on chemistry- I in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry- I in 7th curriculum show that Information Knowledge Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view. In conclusion, environmental education in Chemistry- I focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry- I should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.

• 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

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.427-435
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• 2010

We extracted core terms by constructing scientific item networks from textbooks, analyzing their structures, and investigating the connected information and their relationships. For this research, we chose three high-school textbooks from different publishers for each three subjects, i.e, Science, Biology I and Biology II, to construct networks by linking scientific items in each sentence, where used items were regarded as nodes. Scientific item networks from all textbooks showed scare-free character. When core networks were established by applying k-core algorithm which is one of generally used methods for removing lesser weighted nodes and links from complex network, they showed the modular structure. Science textbooks formed four main modules of physics, chemistry, biology and earth science, while Biology I and Biology II textbooks revealed core networks composed of more detailed specific items in each field. These findings demonstrate the structural characteristics of networks in textbooks, and suggest core scientific items helpful for students' understanding of concept in Science and Biology.