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http://dx.doi.org/10.5012/jkcs.2013.57.6.801

An Analysis of Analogies in Chemistry Content of Middle School Science Textbooks and High School Chemistry Textbooks Developed under the 2009 Revised National Curriculum  

Kim, Kyungsun (Department of Chemistry Education, Seoul National University)
Ahn, Inyoung (Department of Chemistry Education, Seoul National University)
Choi, Yongnam (Myeonmok High School)
Noh, Taehee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.57, no.6, 2013 , pp. 801-812 More about this Journal
Abstract
In this study, we analyzed the analogies in the chemistry domain of 27 middle school science textbooks and 8 high school chemistry textbooks developed under the 2009 Revised National Curriculum. A total of 284 analogies (science, 143; chemistry, 141) were identified from the textbooks, which means that 8.11 analogies (science, 5.3; chemistry, 17.6) per textbook and 0.68 analogy (science, 0.66; chemistry, 0.70) per 10 pages were used on average. Compared with previous curricula that the number of analogies gradually increased, the use of analogy was found to be somewhat decreased in the 2009 Revised National Curriculum. The number of analogies found in each textbook considerably varied depending on course, unit, and publishing company. One hundred ninety one different kinds of analogies were used, among which 38(19.9%) were used over twice. Further analyses of the types of analogies indicated that verbal and pictorial analogy, analogy with abstract target and concrete analog, and enriched analogy were frequently used. However, the term 'analogy' and the description about the limitation of the analogy were rarely mentioned. Artificial analogy, teacher-centered analogy, and analogy with low systematicity were also found to be frequently used. Educational implications of these findings are discussed.
Keywords
Analogy; Science textbook; Chemistry textbook; 2009 Revised National Curriculum;
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