• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.362-373
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• 2016

In this study, ionic compound in the science textbooks developed under the 2009 revised national curriculum were analyzed in terms of the scientific concept and model description and the student understanding through the questionnaires. Analysis of textbooks was performed for science2 of middle school and chemistry I & II of high school. Questionnaire was carried out with 194 students including middle school 2nd grade and high school 1st-3rd grade. The results are as follows: First, as a result of analysis of textbooks, scientific concepts and models used to explain the ionic compound showed differences depending on the types of textbooks. In addition, scientific models were provided with or without explanation for the scientific concepts. Second, analysis of the questionnaire showed that students didn’t properly understood scientific concepts and models in the ion formation, stoichiometric ratio between ions.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.683-695
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• 2002

In this study, we analyzed types of explanation on osmosis concept that were represented in chemistry and biology textbooks of high school and college. There were 5 types of explanation on osmosis concept. The types of explanation were diffusion of solvent, collision, hydration, equilibrium of concentration and screen of holes. Last two types of explanation were classified into misconceptions. The various types of explanation on osmosis concept might cause to have be a reason that students had many misconceptions and to feel difficult to learn about osmosis concept. Many of textbooks is accord to types of concept explanation and figure explanation on osmosis but some is not.

• 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 Chemical Society
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• v.44 no.1
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• pp.74-80
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• 2000

The purpose of this study is to analyze comparatively and improve the preparation of chlorine gas in the high school chemistry II textbooks on the basis of the revised curriculum. From the results of the preparation experiment of chlorine gas which is commonly dealing with 9 kinds of textbook in the nation, we have found some problems and have suggested the solution of these problems. The problem is the students may inhale the chlorine gas that is to be injurious on the human body, so the research is focused on safe experimental method without inhalation of chlorine gas. The simple conviction method of character in laboratory is to propose at 5 kinds.

• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.391-400
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• 2003

This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Journal of the Korean Chemical Society
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• v.48 no.5
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• pp.519-526
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• 2004

The purpose of this study was to search pre-service teachers?and chemistry teachers?conceptions related to electrolysis process by predicting electrolysis products in NaI solution. A questionnaire developed by the researchers and following interviews were adopted for the research. By the methods, the conceptions of the groups were compared. Also, the relationship between their conceptions and explanations of chemistry II textbooks and general chemistry books was examined. From the analysis, it was found that most of the pre-service teachers had difficulties in using standard electrode potential when they predicted products of electrolysis. Most of the chemistry teachers could use standard electrode potential, but it was difficult to understand water electrolysis in redox reaction. The explanations of chemistry II textbooks also contained misconceptions.

• Journal of the Korean Chemical Society
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• v.50 no.4
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• pp.328-337
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• 2006

purpose of this study was to find out problems in experiments for electrolysis of an aqueous CuCl2 solution in high school science textbooks and to suggest an improved experiment considering students' capability of experimenting and laboratory safety in high schools. For this study, the experiments for electrolysis of an aqueous CuCl2 solution presented in 11 high school science textbooks were classified by their experimental methods. After high school chemistry teachers performed the experiments as presented in the high school science textbooks, an analysis was performed on problems of the experiments, and an improved experiment was devised. According to the results of this study, in the experiments for electrolysis of an aqueous CuCl2 solution using a U type tube and a U type tube with branch, reaction velocity of the electrolysis was slow, therefore, a side reaction was generated. In the experiment using a beaker, reaction of each electrode could not be observed separately. And in the experiment using an electrolysis instrument, it was difficult to identify property of the reaction product. In the improved experiment using a reaction vessel of ㅂshape, reaction velocity of the electrolysis was fast, reaction of each electrode could be observed separately, and the side reaction decreased. From these results, it was suggested that the improved experiment would help high school students understand scientific conception regarding electrolysis.

• Journal of the Korean Chemical Society
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• v.53 no.1
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• pp.51-61
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• 2009

The purposes of this study are to analyze the learning contents on the measurement of reaction rate which is introduced in the high school ‘science’ and ‘chemistry II’ textbooks, and to revise the experiment appropriate to the learning contents. We examined 11 kinds of ‘science’ textbooks, 8 kinds of ‘chemistry II’ textbooks and 11 kinds of teacher’s manuals used in Korea and additionally surveyed teachers’ opinions on this subject. Most of textbook and teacher’s manuals described that ‘the reaction rate generally decreases through the time’, teachers’ conception also agreed with it. But most of experimental activities in the textbooks were inadequate to explain the concept that the reaction rate generally decreases with time. We analyzed the reasons and revised the experimental condition to solve this disagreement between the description in textbooks and an experimental result. Then we compared improved experimental result and theoretical prediction data. The improved experiment in this study is expected to help to describe the conception of chemical reaction rate in the textbook more clearly.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.291-301
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• 2008

The purpose of this study was to investigate explanations of high school chemistry II textbooks and the diversity of chemistry major teachers' thinking types related to dilute solution properties for finding the sources of students' difficulties. Eight kinds of textbooks were analyzed, and the teachers' thoughts were searched by a questionnaire developed for inquiring teachers' preference of explanation types. We analyzed teachers' responses from individual interviews after the questionnaire to discern their deeper thoughts. From the results, it was found that the explanations of the textbooks were not clear enough to have scientific conceptions. The figures and explanations of the textbooks do not match either. It was also found that chemistry major teachers' thoughts were not solid when they suffered cognitive confliction by different situation with their thoughts.