• Journal of the Korean Chemical Society
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• v.61 no.1
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• pp.34-44
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• 2017

The purpose of this study was to analyze the conception type change and to investigate the effect of understanding on concepts in electrochemistry after general chemistry lessons. The significant differences in concept understanding of electrochemistry were shown in both groups. Statistically significant gains in both groups were as shown in distinguishing the chemical cell, in identifying the anode and cathode, and in understanding current formation and flow, while, significant achievements in understanding the role of the salt bridge, and the need for a standard half-cell were not found. Taking elective chemistry II in high school had an effect on understanding related concepts of electrochemistry in general chemistry lessons. It was shown that many freshmen had difficulties in understanding exact related concepts in several kinds after general chemistry lessons. In order to solve these problems, it is necessary to teach contents of the basic concepts in electrochemistry exactly and to hold supplementary lessons.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.276-285
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• 2016

This study aimed to examine preservice science teachers' modeling ability and how it has changed in argument-based chemistry laboratory investigations. The participants for this study were twenty-one freshman students from teachers’ college and they carried out six topics of argument-based chemistry laboratory investigation. Students’ written modeling samples were collected and analyzed to investigate preservice science teacher's modeling ability and changes in it. The results of this study showed that preservice science teacher's modeling ability has improved and progressed through argument-based chemistry laboratory investigations.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.112-123
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• 2011

The chemistry has the academic system in which a concept is jointly developed into the single strain, so the contents of the chemistry I II of the high school are very important in the connection of the general chemistry in the university. At this moment, it is possible for high school graduates to be accepted into science or engineering majors without taking the chemistry II. These the highest intensive election subject cause problems of differences in level of understanding and difficult of quality educations. In this study, we have analyzed similarity between the contents of the chemistry I II and the general chemistry. We also analyzed the cognition level of students without taking the chemistry II in understanding the general chemistry level classes. We found that the high school level chemistry I and II introduced about 27% and 62% of the essential concepts required for the general chemistry, respectively. In a case of M university in Chonnam, about 70% of students in the general chemistry classes have no exposure to the chemistry II in their high schools, causing difficulty of understanding new subjects due to their insufficient concepts for classes. The lack of knowledge caused lowering of learning achievement and decrease of interests in chemistry.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.35-44
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• 2019

Currently, most of the science and engineering students who enter the university are required to take general chemistry and general chemistry experimental subjects. However they have different learning bases about learning basic science subjects. Regarding college entrance examinations, the current system is used for selection, so they have different levels of basic knowledge. But, without considering this situation, all of the students in science and engineering are participating in the same basic science class, some learners are relatively easy to adapt to learning, while others experience extreme difficulties and suddenly give up. This is true. The purpose of this study is to develop a scale to measure the ability to learn general chemistry of freshmen in science and engineering at H University in the Seoul Metropolitan area and to analyze what kind of learning backgrounds are related to learners. The results show that gender and major are not related to general chemistry learning major, and it we found that there is a close relationship to the relationship between their major and chemistry, the level of the chemistry learning in the high school, and the selection of chemistry in college entrance examinations. In addition, it was found that the degree of feeling that pre-learning is beneficial to current learning and that it is common with current learning is also a factor related to general chemistry learning aptitude. Therefore, in this study, we propose two ways of presenting and promoting a guide for learning by majors, and establishing a step-by-step learning system considering the level of students.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of the Korean Chemical Society
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• v.46 no.6
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• pp.550-560
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• 2002

This study was to explore students' thought patterns on problem and problem solving in the course of general chemistry. The participants were 9 students taking the course of general chemistry in a university in Seoul. Data were collected from various sources; three individual interviews, classroom observations, and essays written by students.Data were all transcribed and then analyzed circularly in constant component analysis. As the results of this study, six thought patterns of students in the context of learning general chemistry were presented. These thought patterns were common and existed important component within most of students' conceptual ecologies about learning chemistry. Implications of chemistry and science learning related to this results were discussed.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.62-72
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• 2009

In this study, entropy definition and explanation in twelve general chemistry textbooks published in USA including what Korean universities select are analyzed. Analysis consists of two parts. One is diachronic analysis which focuses on the change between editions of same authors and the other is contents analysis composed of three sections‐ disorder in entropy definition and explanation, microstates number in entropy definition and explanation, possibility of alternative conception in learning statistical entropy and thermal entropy. As a result, the definition that entropy is the measure of disorder is denied and explanation using microstates number is introduced. Also, caution for the possibility of alternative conception that there are two different entropies is found. Reflecting the change in entropy explanation on new chemistry curriculum and reeducating teachers are meaningful on improvement of Korean chemistry education.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.266-280
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• 2000

The purpose of this Study was to explore students' conceptual ecologies in the context of general chemistly learning. This study was implemented in the first semester of 1999 by natural study. We had nine voluntary participants. Data were collected from three semi-constructd interiews, and socio-cultural values. Among three categories, motivationa1 beliefs and socio-cultural values have more effcts rather than epistemology on the context of general chemistry learning, and three typical cases were presented as results of this study. We expect that results of this study will somewhat contribute to establish psychological and socio-cultural context of learning.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.813-820
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• 2013

The purpose of this study was to examine the impact of the reading framework on college students' reflective thinking in argumentation-based general chemistry laboratory. A total of 17 first grade college students taking general chemistry laboratory participated in this study, with 7 in the treatment group and the other 10 in the comparative group. For two semesters, a total of 10 argumentation-based general chemistry laboratory programs were applied. The result was shown that the lessons using the reading framework were effective in enhancing the students' reflective thinking. As the study progressed, the treatment group showed more changes toward the high level of reflective thinking than those of the comparative group.

• Journal of the Korean Chemical Society
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• v.44 no.5
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• pp.470-476
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• 2000

In this study, the non-chemistry majors' interest in general chemistry 1aboratory work was investigated and analysed with respect to the factors affecting their interest. The results showed that the students have wide range of interest according to the topics of laboratory work They preferred the laboratory work in which they made some products by themselves and the work related to everyday life. They shost affecting factor.