• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.319-321
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• 2019

본 논문에서는 수학교육용 소프트웨어에서 확률적 현상을 경험한 이후 과학 그래프 해석에 있어 확률론적 관점을 도입하여 해석하는 학습자의 관점의 변화를 제시한다. 이 연구에서 11명의 고등학교 1학년 학생은 수학교육용 소프트웨어인 지오지브라(GeoGebra)를 활용하여 학습자가 평면 상에서 수직선이나 반원 위에 점을 찍는 활동을 통하여 기하학적 확률을 경험하였으며 이와 같은 경험을 토대로 물의 상평형 그래프를 해석하였다. 물의 상평형 그래프에 나타나는 얼음(고체), 물(액체), 수증기(기체)의 상태 변화에 대하여 각 상태가 나타나는 온도-압력의 영역 간의 경계에 대하여 학습자는 기하학적 확률을 적용하여 해석하려고 하였으나 경계선 위의 온도-압력의 물의 미시적 구조를 표현하는 과정에서 4명의 학생만 확률론적 관점으로 해석하고 그렇지 못한 학생들은 상태의 공존을 물질적 관점이나 과정적 관점으로 이해하였다.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.267-275
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• 2016

Experiment is recognized as an important part in science and science education. Scientists do experiments for verifying or refuting theory and they take many forms to do experiments. One of the central goals of science education is to improve inquiry ability. So we have taken for granted that students engage in authentic inquiry and experiment which scientists carry out to research. But it is not always positive about discussions and opinions what school experiment and its role is in learning science and understanding about science. There is certainly a gap between experiments which scientists and students do even though there is a theoretical basis of school science experiment. In this study, we discussed how scientific inquiry and school inquiry are different, and what it means to use instrument in school science experiment. And as a case, we analyzed chemistry experiments in science textbook and manipulation level of instruments which were handled in chemistry experiments, we shed light on the meanings of experiments and instruments in school science inquiry based on the result of experiments and instruments analysis.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.429-441
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• 2004

This study was to examine the concepts using to explain evaporation and boiling in secondary school science textbooks developed in 6th and 7th science curriculum. The types of explanations were compared with maps represented the concepts relationships divided into middle and high schools, 6th and 7th curriculum, and subjects and chapters to find explanation diversity. The difference of explanations related to evaporation and boiling concepts was found in the school levels and subjects. There were few relationships between the main concepts of evaporation phenomena and those of boiling phenomena.

• Journal of the Korean Chemical Society
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• v.54 no.4
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• pp.479-486
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• 2010

The purposes of this study are to investigate the description of scientifically debatable carbonic acid in the Korean high school textbooks, characterize the physical properties of 'carbonic acid solutions' by using an MBL set-up and compare the properties with textual ones. Four different aqueous solutions of carbon dioxide have been prepared and analyzed: naturally aerated aqueous solution, dry ice-dissolving solution, $CO_2$-bubbling solution and commercial carbonic acid water. Experimental findings showed that pH and conductivity of these 4 solutions ranged from 3.85 to 5.66 and from 0.21 ${\mu}S$/cm to 272.1 ${\mu}S$/cm, respectively. Out of these solutions, the dissociation constant($K_{a1}$) of the bubbling solution at room temperature could be calculated to $5.7{\times}10^{-7}$ which value is comparable to the textual $4.3{\times}10^{-7}$ within experimental errors, which means that textual compound is not pure carbonic acid but the equilibrated mixture of carbonic acid and the aqueous solution of carbon dioxide. On the other hand, textual analysis showed that most of high school textbooks used carbonic acid as an example of weak acid and buffer solution of the blood but none of them distinguished the carbonic acid from the aqueous solution of carbon dioxide. Only one textbook, however, tiered two species in the chemical equation.

• The Science & Technology
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• v.31 no.7 s.350
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• pp.32-34
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• 1998

티타늄이 인류에게 처음 알려진 현장인 영국의 조그만 마을 매나칸을 찾았다. 이곳에서 티타늄을 발견한 목사가 제작했던 교회를 둘러보고 많은 상념에 잠겼다. 티타늄과의 인연을 맺게해 준 고등학교 화학선생님과 대학생활 미국 유학, 독일연구소에서의 애환 등은 지금도 잊을 수가 없다.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.315-321
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• 2008

The posters are the tools to communicate authors' idea with others by visual image and a little word. Every discipline has its own sign with specific meaning shared by the members of the discipline. Chemists and students learning chemistry, therefore, will communicate with each other by specific chemical signs (codes). The Korean Chemical Society has held the feast of drawing chemistry posters by students nationwide since 2004. In 2004 and 2005, more than three thousands of posters were submitted, and about one hundred and fifty posters were selected as the prize winners. The award was divided by the grade levels of elementary, middle, and high school. This study explores the codes of chemistry used in students' posters. With the analysis of the visual elements and the verbal elements of posters, 7 chemical codes were found such as the liquid, the experiment apparatus, the graduations, the chemical language, scientists, the earth and environment, and things around us. In addition, the differences were investigated on the grade levels, on awarded or non-awarded poster, and on the years. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.104-111
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• 2011

In this study, high school students' perceptions and attitudes toward nanotechnology are examined through questionnaires gathered from 1704 high school students (five general high schools and two science high schools). As a result, the study shows that high school students have generally high perceptions and positive attitudes toward nanotechnology. Science high school students show more positive attitudes and correct knowledge toward nanotechnology rather than general high school students do. High school students get information on nanotechnology via various sources such as TV and internet, whereas they have rarely perceived to get information on nanotechnology in textbooks and science class. They think that newspaper and TV programs are proper methods to introduce new science technology and get information on the advanced science and technology through the internet and science teachers. High school students show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chips and nano-taste enhancer. And they trust nanotechnology researchers and science teachers, whereas they rarely trust about government, public organizations, and internet.

• Journal of the Korean Chemical Society
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• v.49 no.6
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• pp.591-602
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• 2005