• Journal of the Korean Chemical Society
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• v.54 no.4
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• pp.471-478
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• 2010

This study analyzed the vocabulary level in the 'Water' unit of chemistry I textbook. It also analyzed its relevance to the 11th graders' vocabulary level. The main tool for analyzing vocabulary level was SWA(Science Word Analysis) program which was referenced the Standard Korean Dictionary and Graduated Vocabulary of Korean Language Education. The results in this study turned out to be as follows: The distribution of scientific vocabulary level increased from Level-1 to Level-3 and showed a tendency to decrease from Level-3 until Level-5. The average percentage of Out of level is the largest as 37%. The highest percentage of non-scientific vocabulary was Level-1. The distribution of non-scientific vocabulary level decreased progressively. The Level-5 and Out of level are used 18% averagely. So, there are 6 vocabularies of Level-5 and 82 vocabularies of extra-level inappropriate in scientific vocabularies. And there are 53 vocabularies of Level-5 and 145 vocabularies of Out of level inappropriate in non-scientific vocabularies. Therefore, the overall state of textbooks for grade 11 students are reasonable. But there are a great many vocabularies inappropriate for them. Those should be used minimum, and to be changed to the 1-4 of level vocabulary as stated in the student's level of understanding of appropriate vocabulary.

• Journal of the Korean Chemical Society
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• v.55 no.4
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• pp.703-714
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• 2011

The purpose of this study was to investigate the effect of STS modules reflecting Ansan's geological characteristics in Chemistry I on high school students' science related attitudes and preference for STS lessons. The subjects were 10th grade students from K High School in Ansan and comprised 71 students in the experiment group and 78 students in the control group from 2 classes each. Pretest-posttest control group design was employed for the purpose of research. Four STS modules with lesson plans and teaching materials with themes of water, air, and energy, all of which are closely related to high school Chemistry I were developed and applied to the experiment group. The science related attitudes and preference for STS lessons were then examined in pre- and post-tests. The science related attitudes of the experiment group were significantly high in three out of five domains compared to the control group who was taught traditionally. The preference for STS lessons of the experiment group were highly positive in all five areas and were particularly high in the area of 'relation to society'. Such results imply that in order to make effective high school Chemistry I curriculum units related to STS, emphasized by both the 7th National Curriculum and the Revised 7th National Curriculum, it is necessary to use episodes reflecting local characteristics in which students show greater interest and active participation.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.818-828
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• 2010

It has already been 17 years since the first implementation of the Korean College Scholastic Ability Test (CSAT). Having been administered so many CSAT tests including practice tests, criticisms have been made against CAST tests being stuck to the same pattern and focusing mainly on knowledge-based items. To address this issue, we analyzed the chemistry items of the Japanese National Center Test for University Admissions (NCTUA) administered in January of 2009 with regard to content factors, behavioral domains, item types, and noted any peculiarities in comparison to CSAT. Also, we estimated the predicted percentage of correct answers from the perspectives of Korean candidates to arrive at implications for chemistry items of CSAT.

• Bulletin of the Korean Chemical Society
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• v.14 no.1
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• pp.2-4
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• 1993

• Bulletin of the Korean Chemical Society
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• v.30 no.4
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• pp.775-776
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• 2009

• Bulletin of the Korean Chemical Society
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• v.22 no.5
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• pp.523-526
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• 2001

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.243-250
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• 2022

The purpose of this study was to investigate the inscription of North Korean Higher-Level Middle School 1 chemistry textbooks in the era of North Korean leader Kim Jong-un to understand North Korean chemistry education. The types and functions of inscription for each unit of the North Korean Higher-Level Middle School 1 Chemistry textbook were analyzed and compared with the inscription of the 'Chemistry I' textbook in South Korea. Inscriptions were analyzed by constructing an analysis frame based on previous studies. The analysis results were as follows. First, as for the types of inscription used in North Korean textbooks, photographs and illustrations were used the most, and graphs were used the least. Second, the functions of inscription used in North Korean textbooks had many exploratory and exemplary functions, and decorative functions were used the least. Third, there was no significant difference in type and function of textbook inscriptions from North and South Korea. The results of this study may be helpful in understanding North Korean chemistry education.

• Journal of the Korean Chemical Society
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• v.4 no.1
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• pp.27-37
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• 1957

High-fire stain is influenced by the conditions of glaze, firing atmosphere, etc. On the contrary, low fire stain is not influenced by those conditions but obtainable in arbitrary colors and it is indispensable for pottery decoration. It is difficult for us to study into the color in the sphere of result publication method and expression of color. Looking over the literature on this subject, I have been confronted with much difficulties, accordingly, I made a basic and systematic experiment as to six low-firing stains (blue, green, blue-green, brown black and yellow) and made it proper to be applied in these studies. On pigment, I confirmed the influence of the assistant coloring matter by mixing up the coloring matter and the assistant coloring matter in various proportions. On flux, I measured the melting point by making PbO-$SiO_2$ system and PbO-$B_2O_3-SiO_2$ system and decided the range of usage. Also I checked the coloring by making the pigment on laze with pigment and flux manufactured, and concluded the pigment and flux adaptation to it.

• Radiation Oncology Journal
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• v.18 no.1
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• pp.17-25
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• 2000

Purpose : To evaluate the side effects, pattern of failure, and survival rate according to the sequence of postoperative adjuvant radiotherapy and chemotherapy, patients with stages II and III rectal cancer who had undergone curative resection were randomized to 'early radiotherapy group (arm I)' or' late radiotherapy group (arm II)', then we intend to determine the most effective sequence of the radiotherapy and chemotherapy. Materials and Methods . From January 1996 to March 1999, 313 patients with curatively resected stages II and III rectal cancer have been randomized to' early' or' late' radiation therapy group and received combined chemotherapy (5-FU 375 mg/m$^{2}$/day, ieucovorin 20 mg/m$^{2}$, IV bolus daily Dl-5, 8 cycles) and radiation therapy (whole pelvis with 45 Gy/25 fractions/s weeks). Arm I received radiation therapy from day 1 with first cycle of chemotherapy and arm II received radiation therapy from day 57 with third cycle of chemotherapy after completion of first two cycles. Preliminary analysis was peformed with 228 patients registered up to Jun 1998. Two out of the 228 patients were excluded because of double primary cancer. Median follow-up period was 23 months. Results :Local recurrence occurred in 11 patients (9.7$\%$) for arm I and 9 patients (8$\%$) for arm 11. There was no significant difference between both groups ( p=0.64). However, distant metastasis was found in 22 patients (19.5$\%$) for arm I and 35 patients (31.0$\%$) for arm II and which showed statistically significant difference between the two groups ( p=0.046). And neither 3-year disease-free survival (70.2$\%$ vs 59.2$\%$, p=0.2) nor overall survival (89.4$\%$ vs 88.0$\%$, p=0.47) showed significant differences. The incidence of leukopenia during radiation therapy and chemotherapy was 78.3$\%$ and 79.9$\%$ respectively but leukopenia more than RTOG grade 3 was only 2.1$\%$ and 6.0$\%$ respectively. The incidence of diarrhea more than 10 times per day was significantly higher in the patients for arm I than for arm II (71.2$\%$ vs 41.6$\%$, p=0.02) but this complication was controlled with supportive cares. Conclusion : Regardless of the sequence of postoperative adjuvant radiation therapy and chemotherapy after curative resection for rectal cancer, local recurrence rate was low with combined chemoradlotherapy. But distant metastasis rate was lower in early radiation therapy group than in late radiation therapy group and the reason is unclear. Most patients completed these treatments without severe complication, so these were thought to be safe treatments but the treatment compliance should be improved.

• 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.