• Title/Summary/Keyword: middle school science textbook

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A Comparison of Questioning Styles in Middle School Environmeotology Textbook (중학교 환경 교과서의 질문방략)

  • Hur, Man-Kyu;Huh, Hong-Wook;Oh, Kwang-Joong
    • Journal of Environmental Science International
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    • v.6 no.2
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    • pp.107-112
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    • 1997
  • The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

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The High School Common Science Textbook and Classes by the Point of Science Teacher's View (교사들에 의한 공통과학 교과서 평가와 수업내용 현황)

  • Kim, Sung-Won;Jin, Yoo-Jung
    • Journal of The Korean Association For Science Education
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    • v.17 no.4
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    • pp.405-413
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    • 1997
  • High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

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Analysis of students' word association about the science terminologies used in the 'Force and Motion' unit in middle school science textbook (중학교 '힘과 운동' 단원에 사용된 과학 용어에 대한 학생들의 단어 연상 분석)

  • Yun, Eunjeong;Yi, Yunjoo;Park, Yunebae
    • Journal of Science Education
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    • v.37 no.3
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    • pp.573-582
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    • 2013
  • This study was conducted to inquire the semantic structure with science terminology used in middle school science class, and based on this, we wanted to look for the way to increase effectiveness of science teaching. In this study, we extracted twenty-six science terminologies used in "Force and Motion" unit in middle school science textbook, and administered word association test using the 26 science terminologies to 316 middle school students. As the result, we found that students had a divergent semantic structure to given science terminology, and there were cases to be interpreted as different meaning with teacher's intention. Also, we identified the terminologies which were not familiar to middle school students. It was found that female students were more familiar with science termilology than male students, and there were differences between schools.

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A Survey of Inquiry Contexts and Terms about Inquiry Area of Material Science in Secondary School -For the Middle School Science and Chemistry I and II Textbooks- (중등과학 물질 분야 탐구영역의 탐구 상황 및 탐구 용어에 대한 조사 . 연구 -중학 과학과 화학 I . II 교과서에 대하여-)

Analysis of MBL Experiments from the Korean Secondary Science and Chemistry Textbooks Based on 2007 and 2009 Revision (2007 개정 및 2009 개정 중등 과학 및 고등학교 화학 교과서의 MBL 실험 분석)

  • Jung, Eun-a;Cha, Jeongho;Kim, Inwhan
    • 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.

The Comparative Analysis of Middle School Informatics Textbooks Based on 2009 Revised Curriculum (2009 개정 교육과정에 근거한 중학교 정보 교과서의 비교 분석)

  • Kang, Oh Han
    • Journal of Korea Multimedia Society
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    • v.19 no.6
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    • pp.1065-1073
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    • 2016
  • In this paper, we examined informatics textbooks for middle school students in accordance with 2009 revised curriculum through conducting both content analysis and surveys. The content analysis was analyzed the composition and contents of textbooks. Survey questionnaires were based on the authorization criteria and selection standards of informatics textbooks. The content analysis demonstrated that there were discrepancies among textbooks in areas such as the total number of pages, related material, the number of core concepts introduced in each chapter, and the application of software. The survey results showed that two sections - 'Expression and Modification' and 'Text' exhibited the most positive results, and the 'Creativity' section the least. Using the findings above, we present alternative ways to improve qualities of these textbooks.

A Study of the Preferred Methods and Strategies of Science Learning in Middle School Students (중학교 학생의 과학 학습 방법 및 전략에 관한 연구)

  • Kim, Hyo Jin;Kim, Youn Kyoo;Park, Hyun Ju
    • Journal of the Korean Chemical Society
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    • v.43 no.5
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    • pp.552-563
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    • 1999
  • The study investigated and analyzed the middle school student's science textbook learning methods and strategies. The Preferred Mehtod of Study (PMOS) and a clinical interview method were utilized. Results indicate that there is a meaningful and significant positive correlation between the number of times students read a chapter of the science textbook and their science grade point. Students do not tend to alter learning strategies dependent upon the subject matter studied, but easily alter stratgies dependent upon the types of the test. Most students could not construct "organiztional tools" such as a summary, a chart, a talbe, or a figure when they study textbook, but might pursure and prefer only one method when they choose their learning strategise. Very few students (less than 1%) among those queried consciously try to connect between prior knowledge and new concepts in the textbook. Even though students choose the textbook for learning science in the beginning, they prefer to stick to reference and exercise materials. Therefore, detailed and direct studise of the student's learning methods and strategies, as well as research on cognitive psychology and motivational psychology, are necessary in order to develop a new textbook with student-based learning materials. By understanding the student's konwledge level through investigation of his or her learning style, an effective science education program can be realized. Finally, the role of the textbook as a tezching/learning material can be maximized by investigating and understanding the student's learning method and strategy with emphasis on reciprocal action between textbooks.

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Analysis of Science Social Emotions Learning on Secondary Science Curriculum Achievement Standards and Textbooks (과학과 교육과정 성취기준과 교과서의 사회정서학습 요소 분석)

  • Kim, Seo Young;Park, Hyun Ju
    • Journal of the Korean Chemical Society
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    • v.66 no.2
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    • pp.163-170
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    • 2022
  • This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

Analysis of Types on Osmotic Pressure and Semipermeable Membrane Concept in Chemistry and Biology Textbooks (화학과 생물 교과서에서 삼투압과 반투막 개념에 관한 설명 유형 분석)

  • Ko, Young-Hwan;Kang, Dae-Hun;Ryu, Oh-Hyun;Paik, Seoung-Hey
    • 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.

A Study on the Development of Science Textbooks for the Implementation of Flipped Learning (거꾸로 수업을 지원할 수 있는 과학교과서 모형 개발 연구)

  • Shin, Young-Joon;Ha, Ji-Hoon;Hong, Jun-Euy;Jhun, Young-Seok;Lee, Soo-Young;Park, Ji-Sun;Ji, Jae-Hwa;Lee, Soo-Ah;Moon, Hye-Sook;Lee, Sung-Hee
    • Journal of Science Education
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    • v.40 no.1
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    • pp.90-102
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    • 2016
  • Flipped learning is generally designed to allow students to learn on their own in advance with the help of scaffolding material such as videos and text, and in the classroom, it is operated with the help of a teacher while the class is being learner-centered. For flipped learning, each of the teachers has to design the class, collect information, and prepare for scaffolding material, so they get to face a lot of difficulties spending much time to reorganize the curriculum and produce a video and so on. Accordingly, this researcher has developed flipped learning textbook models applicable to science class by analyzing Korean and overseas textbooks, conducting an in-depth interview to six science teachers practicing flipped learning, and also developing and applying the science textbook sample model. The elementary, middle, and high school science textbook models developed include not only the textbook-based model with no videos presented in advance but also the lecture-type model, experiment-based model, and inquiry and research-based model to realize flipped learning. This study is expected to present crucial implications to develop textbooks and science class as a class to perform learner-centered inquiry activity.

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