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http://dx.doi.org/10.5012/jkcs.2019.63.2.111

Analysis of the Reading Materials in the Chemistry Domain of Elementary School Science and Middle School Science Textbooks and Chemistry I and II Textbooks Developed Under the 2009 Revised National Science Curriculum  

An, Jihyun (Department of Chemistry Education, Seoul National University)
Jung, Yooni (Department of Chemistry Education, Seoul National University)
Lee, Kyuyul (Department of Chemistry Education, Seoul National University)
Kang, Sukjin (Department of Science Education, Jeonju National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.63, no.2, 2019 , pp. 111-122 More about this Journal
Abstract
In this study, the characteristics of the reading materials in the chemistry domain of elementary school science and middle school science textbooks and chemistry I and II textbooks developed under the 2009 Revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of theme, purpose, types of presentation, and students' activity. The inscriptions in the reading materials were also analyzed from the viewpoint of type, role, caption and index, and proximity type. The results indicated that more reading materials were included in the elementary science textbooks compared to middle school science, chemistry I, and/or chemistry II textbooks. The percentage of application in everyday life theme was high in the reading materials of elementary science textbooks, whereas the percentage of scientific knowledge theme was high in those of middle school science, chemistry I, and/or chemistry II textbooks. It was also found that the percentage of expanding concepts purpose was high in the reading materials of elementary science textbooks, whereas the percentage of supplementing concepts purpose was high in those of middle school science, chemistry I, and/or chemistry II textbooks. Several limitations in the use of inscriptions were found to exist; most inscriptions were photograph and/or illustration; most inscriptions were supplementing or elaborating texts; many inscriptions were presented without a caption or an index; there was a problem in the proximity of inscriptions to text.
Keywords
Reading material; Inscription; Elementary science; Middle school science; Chemistry;
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