• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.519-526
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• 2018

The purpose of this study is to analyze the Korean high-school physics teachers' difficulties in teaching textbook physics inquiries. For this purpose, 63 high school physics teachers completed a questionnaire. We asked teachers to evaluate the degree of difficulty in teaching textbook physics inquiries. Additionally, we asked physics teachers to select the two most difficult inquiries to teach and to express their reasons for these selections. The main results are as follows: First, the degree of difficulty for all the inquiry is 2.79, indicating a little easy level of difficulty. The two most difficult inquiries are 'Meissner effect experiment' and 'Investigation of diode characteristics using $Cu_2O$ plate and ZnO powder.' Second, the difficulty reasons to teach physics inquiry was presented in the order of 'environment domain,' 'textbook domain,' 'student domain,' and 'teacher domain.' In particular, the biggest reasons for difficulty for teachers are 'preparation of experimental apparatus' and 'safety.' There are many opinions related to 'problem of the experiment itself' in 'textbook domain' and 'lack of ability to manipulate' in 'student domain.' Based on the results of this study, we added a discussion to activate the high school physics textbook inquiries.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.359-366
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• 2014

In this study, we try to examine its features by using the methods of systematic infographics analysis for visualization materials that are used in Physics I textbooks. Thus, after developing the analytical framework infographics, visualization materials is described in the section "information and communication" and have been analyzed separately as "data visualization" and "Infographics." The results of this study are as follows. First, the analysis framework of infographics can be classified contents of the information, visual representation, and media method. Second, the visualization materials that are displayed in the section "information and communication" of Physics I textbook are of higher quality than most schematized data that are graphically, simple information. Third, the features of visualization materials in textbooks have many relations & functions on 'information content', text & metaphor on 'visual element', illustration & comparison on 'expression type', graphic on 'expression mode', printed matter on 'media method', and horizontal & vertical type on 'the flow of attention'. From the analysis results, in the section "information and communication" of Physics I textbook uses a lot of visualization materials, however it does not provide rich infographics but only simple graphical materials. By utilizing the results of the analysis of textbook and analysis framework of infographics, which has been developed through the this study, let us hope that the opportunity to be able to grasp the importance of infographics in science education be provided.

• Journal of Science Education
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• v.44 no.1
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• pp.112-121
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• 2020

The photoelectric effect is a representative phenomenon explaining the particle nature of light and is an important theme that led to the transition from classical physics to modern physics. Although the secondary school curriculum deals with the photoelectric effect, teachers and students are often confused with terms because the explanation of the 'light intensity' is different from that of electromagnetic waves. Hence, this study examines how modern physics textbooks explain the intensity of light through photon model. We analyzed the photoelectric effect unit of 10 modern physics textbooks. Results show that there are two different types of representation on 'light intensity.' Especially those two different types were found even within a textbook. Modern physics textbooks do not seem to provide a unified presentation of the light and cautions to describe the photoelectric effect and its interpretation are suggested for teaching light intensity in modern physics.

• Journal of the Korean Magnetics Society
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• v.19 no.2
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• pp.74-79
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• 2009

We have investigated the magnetic education in elementary science of Korea. Text books and other related materials are analysed. Students learn playing with magnets in third grade and learn making electromagnets in sixth grade. Arrangement of topics are in accord with the historical development of electromagnetism in physics although the order is not well suited to other field of science. Teacher's guide books need to be developed to consider various environments in school such as city and country, and rich and poor town. Several details in the science textbook are pointed out for better education. Overall course looks sound.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• Journal of Science Education
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• v.44 no.1
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• pp.38-49
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• 2020

The purpose of this study is to analyze the paper test items of high school physics I 'Space-Time and the Universe' unit and how similar the textbook goals are to the cognitive and content areas. This study analyzed paper test items used from nine high schools and KICE about the unit. In order to analyze the distribution of items, they were classified by contents and by cognitive level which is knowledge, comprehension and application levels. As conclusion, application level items were a few, and unbalanced contents distribution appeared in school items. In comparison through the ratio difference index, the objectives of the textbook and the school items were very similar, but the similarities were low when comparing the school items with the KICE items. Based on the above, we suggested some ways to increase the validity of test items.

• Journal of Science Education
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• v.44 no.1
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• pp.15-37
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• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.276-285
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• 2002

In this study the concepts for science learning of physics and earth science presented in the seventh grade science textbooks for the seventh national curriculum of Korea approved by the ministry of education were analyzed in terms of the concrete and formal concept level. The parts of textbook analyzed for science learning consist of three sections in physics such as light, force, and waves, and three sections in earth science such as the structure of the earth, the substance of crust, and the movement and composition of the ocean. The analyzed results showed that the number of scientific concepts were differed from 54 to 74 in physics and from 86 to 120 in earth science depending upon publishers. In general, the concepts for science learning in the physics were found to be more in the formal level than the concrete level. However, the concepts for science learning in earth science were found to be more in the concrete level than the formal level. The analyzed results suggest that the concepts of science learning should be considered the learner's cognitive level and the sections should be disposed depending on the degree of difficulty for writing the science textbook. Therefore, it seems to be important to review carefully whether the textbook meets the object of the seventh curriculum of Korea during the process of the investigation for the science textbook.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.535-550
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• 2007

The purpose of this study was the identifying differences between physicists' expectations and teachers' representations about the primary physics concepts in elementary schools. For this, the material subjects analyzed were the 7th curriculum, the textbooks of elementary school and the texts using at the department of physics in many universities. The primary physics concepts extracted from the texts were to be fundamental and basic. Also, they were restricted to the domain of dynamics. And besides, the human subjects were physicists, professors and students majoring physics of the graduate school, researchers of institutes or laboratories and elementary school teachers. At the result of this study showed the scholars and teachers have the different opinions.

• 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.