• Journal of the Korean Chemical Society
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• v.43 no.2
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• pp.225-230
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• 1999

The inquiry activities closely related to chemistry which were presented in the 4 middle school science textbooks were compared and analyzed. The total volume of chemistry part was 64.8 pages (22.3%), which were the smallest one in the four categories of science. The total numbers of inquiry activities related to chemistry were 171; 59 for the first grade, 47 for the second, and 65 for the third grade and those were composed of 29 observations, 20 measurements, 113 experiments, 9 data explanations, no investigation and discussion. Therefore, the major inquiry activity was experiment (66.7%) and this maldistribution will need to be improved.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.129-131
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• 2015

정보 사회는 컴퓨터 과학이 실생활 뿐 아니라 모든 학문 분야의 기반이 되는 사회이다. 자원이 부족한 우리나라는 핵심 학문 분야의 인재 양성이 국가 경쟁력을 강화할 수 있는 원동력이 되기 때문에 컴퓨터 과학 분야의 인재를 양성하기 위한 정보 교육의 중요성이 더욱 커지고 있다. 이러한 일환으로 2015 개정 교육과정에서는 정보 교육을 필수화하였고 어떻게 가르칠 것인가에 대한 많은 연구가 진행되고 있다. 교과서는 학습자의 가장 기본적인 학습 도구가 되는 것으로 어떤 지식을 어떻게 가르칠 것인가를 포함하고 있기 때문에 그 구성은 매우 중요하다. 따라서 본 연구에서는 컴퓨터 과학을 인력 양성을 위한 중요한 학문으로 인식하고 정보 교육의 활성화를 추진하여 실천하고 있는 영국의 교과서를 분석하고 우리나라에 주는 시사점을 제시하였다.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.88-97
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• 2005

The purpose of this study was to investigate explanations of science textbooks and science teachers' conceptions related to freezing point depression phenomenon. Seven kinds of middle school science textbooks and five kinds of high school chemistryII textbooks were analyzed for the purpose. The teachers' conceptions were searched by a questionnaire developed in this study. The subjects were 146 science teachers. The explanation types of science textbooks were divided into two; 'Description of the phenomenon' and 'Vapor pressure lowering'. The explanations in most of middle school science textbooks and high school chemistryII textbooks belong to 'Description of the phenomenon' and there was no explanation of the reason. The graphs related to depression of freezing point were diverse, too. Most of the science teachers also did not have scientific conception. The percentage of the teachers who thought that the cause of freezing point depression was blocking of solute in solution was high. But the teacher could not find meaningful relation the 'Blocking of solute' explanation represented for elevation of boiling point with depression of freezing point. It is insisted that entropy concept is need to explain depression of freezing point phenomenon in this study.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.874-885
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• 2009

The purpose of this study is to analyze illustrations, contents, and experiments in 6 kinds of science textbook from the 9th grade covering the phases of the Moon (on the phases of the Moon in six 9th grade science textbook) and to suggest coherent and effective contents and frame of the science textbook. Hence, the researcher decided the study problem. The study problems are as follows; 'Are the illustrations in the science textbook presented to help understand the phases of the Moon depending on the position of the observer?', 'Does the contents of the book clearly mention the phases of the Moon?', 'Can students understand the phases of the Moon through the experiments in the science textbook?', 'Do illustrations, contents, and experiment of the science textbook consistently explain the phases of the Moon?'. 10 persons (9graduate students including the researcher) took part in this study. All things unanimously agreed upon by all participants were reflected in the results. The results are as follows: First, the universal observer's view point is mixed with the earth observer's view in the illustration of these science textbook regarding the phases of the Moon. Moreover, illustrations of some textbooks are presented with such words as 'sunrise', 'midnight' and consequently contain too much. Second, the contents of the science textbook concerning the phases of the Moon is not described clearly. In addition, they don't give clear and detailed explanations for the reason of these changes. Third, all of the textbooks, except one textbook, describe the experiment regarding the phases of the Moon with the earth observer's view point but don't specifically mention that the view point is that of the earth observer's view point. Fourth, illustrations, contents, and experiments in the science textbook don't coherently explain the phases of the Moon. In addition, it is confirmed through the process of the result analysis that the described contents in the science curriculum is not well constructed or logical.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.518-529
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• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'element', 'periodic table', and 'atom' on the 'science 2' textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 2' textbooks. The cognitive demands level about 'elements' on many textbooks is a late concrete operational stage, because the descriptions of 'element' are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions 'element' are a substance of one kind of atom. The cognitive demands level of 'periodic table' on many textbooks is a late concrete operational stage, because the descriptions about 'periodic table' are the hierarchical classification for the categorizing reality. And the cognitive demands level of 'periodic table' is a early formal operational stage, because the descriptions about 'periodic table' are a collection of 'families' or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of 'periodic table' are a complex classificatory structure linking atomic structure. The cognitive demands level about 'atom' is a early formal operational stage because of the descriptions as "atoms have structure, some atoms are the same, or others are different".

• Journal of the Korean Chemical Society
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• v.58 no.2
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• pp.210-220
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• 2014

In this study, the illustrations in the 27 middle school science textbooks developed under the 2009 Revised National Curriculum were analyzed in the aspect of gender-role stereotype, and the results were compared with those of the 2007 Revised National Curriculum. The results of the analyses revealed that male pupils in the illustrations appeared more frequently than female pupils at all grades, and that the gender gap of pupils appeared in the illustrations slightly increased in comparison with those of the precedent curriculum. Similar to those of the precedent curriculum, the gender gap in other activities were particularly large regardless of publishers. In the illustrations of adults, the frequencies of male outnumbered female, and highly gender biased compared with those of pupils to mean that gender bias in the illustrations of adults were not improved at all. While the ratio of female was high in house works, that of male was high in outdoor activities regardless of publishers. The gender gap in outdoor activities increased in comparison with that of the precedent curriculum. Most occupations illustrated were male-dominated, and the majority of scientists were portrayed as male.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• 한국체육학회지인문사회과학편
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• v.54 no.4
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• pp.257-269
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• 2015

The purpose of this study was to conduct content analysis on expression activity section in the physical education textbooks of 2009 curriculum revision and provide a basis for future middle school physical education. in order to accomplish the purpose of this study, 5 different kinds of physical education textbook. The physical education textbooks were examined through the comparative analysis and previous studies conducted for selections of the analysis bases. The results were as follows. First, textbooks devoted the space from 14.1 to 17.3%. In deployment and configuration of the section, each textbooks were used variety of methods, photographs and illustrations for motivations and advanced learning. Second, the instructional objectives were presented 4-6 each text book including expression activity concepts, understanding expression methods, personal competence reinforcement through creative activity, and watching performances. Learning contents were to focus on the concepts of aesthetic component in the esthetical expression, to highlight creative component in the modern expression, to express characteristic dances through understanding of the culture in the traditional expression. lastly, the middle assessments hight the understanding of each contents but small assessments focus on attitudes of character education.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.374-384
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• 2006

this study, the teaching methods of three science teachers for lead-iodide precipitation reaction experiment were compared. The difference of 9th grade students' understanding was searched according to the science teachers teaching styles, also. Among the three teachers, Teacher A taught students based on the science textbook and allowed students to think themselves and to get out conclusion by the experiment. Teacher B and Teacher C gave students a lot of explanations related to interpretation of the experiment. The percentage of no response on the experiment report of Teacher A was higher than those of Teacher B and Teacher C. But the students of Teacher B and Teacher C tended to have limited thoughts because of the teachers explanations. In spite of the difference, it was common phenomenon that few students understood concepts through the experiment. A lot of students were interested in the experiment, but it was hard to understand Law of definite proportions according to the experiment.