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http://dx.doi.org/10.5012/jkcs.2003.47.6.633

An Analysis of Inquiry Area in the Chemistry (I) Textbooks by the Inquiry Elements Based on the 7th Science Curriculum  

Kang, Dae-Ho (Department of Chemistry Education and Center for Science Education and Research, Geongsang National University)
Jeong, Soo-Goon (Jinju Dongmyeong High School)
Kim, Bong-Gon (Department of Chemistry Education and Center for Science Education and Research, Geongsang National University)
Publication Information
Journal of the Korean Chemical Society / v.47, no.6, 2003 , pp. 633-644 More about this Journal
Abstract
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.
Keywords
Chemistry I Textbook; Inquiry Area; Inquiry Element; Inquiry Activity;
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