• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.447-458
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• 2007

The purpose of this study was to explore high school teacher's and students' perceptions of learning difficulties of the ‘chemical bond' unit of the Chemistry II in the 7th national curriculum. The participants in this study were consisted of a teacher and his students(85) from the Chemistry II classrooms: they all answered to the questionnaire, and then some students and the teacher were interviewed individually. The results showed that there were big differences between the teacher's and his students' perceptions of 1) the most difficult unit for understanding; 2) concepts they learned; and 3) the most difficult concept for understanding in the classroom. Students thought that electro-negativity unit was the most difficult to understand while teacher thought molecular structure unit was the hardest unit to teach. And teacher taught all 32 subjects of chemical bond unit to students, but some students could not remember they learned all of them. Most difficult parts for students to understand were ‘Coulomb force' and ‘dipole moment', while the most difficult part for the teacher to teach was ‘the conceptual difference between atomic bond and intermolecular force'. The reasons caused the students' learning difficulties were analyzed and discussed based on the interview data, and then further study was presented.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.90-96
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• 2002

The STS contents, emphasized in the 6th curriculum, in the chemistry textbooks(II) were analyzed. The STS contents in textbooks showed average value of 2.7%. The chapter of ‘chemical bond and compound' were included 3.8% of STS contents. And the chapter of ‘atomic structure and periodic table', ‘state of material and solution', ‘science of material', and ‘chemical reaction' contained 3.2%, 2.2%, 1.9%, and 1.9% of STS contents, respectively. When the STS contents were analyzed by STS topics of Piel, the results are as follows; 33.7% on effect of technological developments, 27.5% on environmental quality and utilization of natural source, 19.6% on human engineering, 13.8% on energy, and 5.4% on sociality of science. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of practical investigation, problem solving and decision making, research design and stimulation. There were no activities of role play.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.321-327
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• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.183-195
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• 2019

In this study, we investigated the characteristics of the authentic inquiry components in the inquiry tasks of Science Inquiry Experiments textbooks developed under the 2015 Revised National Curriculum. After classifying inquiry tasks by core concepts, we analyzed the cases that students autonomously planned or performed the authentic inquiry components. The results of the study revealed that investigating multiple materials component most frequently appeared in all units. However, generating research question, selecting variables, observing multiple variables and transforming observations components appeared in a few tasks of history and everyday science units as they were often guided or structured in textbooks. Controlling simple or complex variables, observing intervening variables and considering methodological flaws components rarely appeared in all units as most of textbooks did not consider or indicate explicitly. Authentic inquiry components of everyday science unit tended to be handled in small group activities. On the bases of the results, the implications for the development of the inquiry tasks of Science Inquiry Experiments textbooks are discussed.

• Journal of the Korean Chemical Society
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• v.54 no.3
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• pp.329-337
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• 2010

In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and 'Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• 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.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.432-442
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• 2000

In this study, the contents of 'electric current' and 'battery' units in elementary and middle school science textbooks were analyzed on the basis of particle and energy concepts. Many problems, reported previously on students' misconceptions about those area, were found in science textbooks. Electric current and battery were covered in both physics and chemistry parts of science textbooks. However, the lack of particle concept in physics units and the lack of energy concept in chemistry units seemed to make it difficult for students to learn those concepts. The descriptions about the two concepts were also not consistent even in the same discipline units. In order to solve these problems, the integration of the views on the particulate nature of matter and energy in the science curriculum and reconstruction of science textbooks were needed.