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http://dx.doi.org/10.5012/jkcs.2004.48.4.414

The Analysis of Inquiry Area in Middle School Science Textbooks by the Inquiry Elements Based on the 7th Science Curriculum - On the Chemistry Field of Science in Grade 9 -  

Koo, In-Sun (Center for Science Education and Research, Gyeongsang National University)
Lee, Jong-Won (Geoje Choongan High School)
Kang, Dae-Ho (Center for Science Education and Research, Gyeongsang National University)
Publication Information
Journal of the Korean Chemical Society / v.48, no.4, 2004 , pp. 414-426 More about this Journal
Abstract
This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.
Keywords
Inquiry Area; Inquiry Activity; Inquiry Element;
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  • Reference
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