• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.318-327
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• 2007

The purpose of this study is to examine the effects of small-scale chemistry(SSC) laboratory activities implemented in high school chemistry II classes on the students' inquiry process skills and science-related attitudes. For this study, 112 students in the 12th grade were chosen and divided into an experimental and a control group. Seven SSC lab programs that can replace the traditional experiments in chemistry II textbooks were selected and administered to the experimental group while the traditional textbook experiments were administered to the control group. The results showed that there was a significant difference in the enhancement of inquiry process skills between the two groups while no significant difference was found in science-related attitudes. Further analysis showed that the difference in the inquiry process skills came from the basic inquiry process skills. The experimental group students thought that the SSC experiments have many advantages compared to the traditional experiments, e.g., individual work, learning lab and theory in parallel, short experiment time, safety, environmental aspects, etc. These results suggest that the SSC lab programs are valuable in high school chemistry classes and developing and distributing various SSC lab programs is needed to replace the traditional experiments in the current textbooks.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.266-279
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• 2019

The purpose of this study was to investigate the inquiry tendency of North Korean chemistry textbook by Romey's method. We analyzed the inquiry tendencies of texts, figures, questions, activities, and summaries by Romey's method. And the following results were compared with those of previous South Korean studies, which method was the same. The 20,017 texts, 541 figures, 140 questions, 243 activities, and 25 summaries in 5 chapters of chemistry textbook of the Higher-level middle school 1 in the Kim Jong-Un Era were analyzed. Results were as follows: texts were authoritarian tendency, figures were authoritarian tendency, questions were excessive inquiry tendency, activities were inquiry tendency, and chapter summaries were drastic authoritarian tendency. The inquiry tendency of North Korean chemistry textbook in higherlevel middle school showed similar tendencies as the textbooks of South Korean chemistry I textbook in the 6th National Science Curriculum. The results of this study are expected to be utilized as basic information and data to understand the inquiry teaching that North Korea science education is aiming at.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.299-313
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• 2002

A web-based instruction program for the enriched course under the 7th Revised National Curriculum of Biology in Korea was developed and the application effects to learners were analyzed. For the development of the web-based instruction program, five topics of biology from the enriched courses through 7th to 10th grades in the middle and high school science textbooks were selected and modulated with interrogative sentences. Each topic of programs was divided into four activity sections according to the learners' activity procedures supplemented with explanations and evaluations. Each activity was hyper-linked to multi-layers and animations. Further, a virtual experiment was also developed and an evaluation section designed by Java Script was attached. Among five topics, one topic of 'Reproduction and development' at 9th grade level was selected to examine the effects on students' learning. Among 247 9th grade students in the research subject school, only 67 students were able to accessible to ultra-thin Internet cables with their computers at home and they became an experimental group. A control group was assigned to those who are similar level of school science achievement to the experiment group and did not use the web-based program. It was found that most of 9th grade students are able to use Internet at home, however, they do not prefer to use Internet for homework or task project. Rather, most of students used Internet for e-mail or information navigation. Students used internet to solve problems of science and perceived the benefits of Internet for science learning. However, there are not many students to utilize Internet for science homework or task project. Students expressed that they do not prefer to use a web-based learning program for science learning due to lack of interests in science. The effects on students who studied with this program appeared to be significantly high compared to those who did not study with this program. Students who studied with this program positively evaluated this program, in particular, they enjoyed animation effect and virtual experiments. It was concluded that a web-based program for science learning should be developed and distributed through Internet in an attractive and interesting format for students. It was also concluded that various web-based programs for science learning with animation effect and virtual experiments should be developed to increase students' interests in science as well as to improve students' science achievements.

• Journal of Environmental Science International
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• v.17 no.9
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• pp.981-992
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• 2008

This study examined how to produce new methods of copper (II) sulfate crystallization by using a small-scale chemistry tool such as small-scale reaction surface and petri dish. The making of copper(II) sulfate is included in the 5th grade elementary science textbooks. Various copper(II) compounds were reacted with a 2 M sulfuric acid solution. The result of this study is as follows: Seven small amounts of copper(II) compounds were reacted with a few drops of 2 M sulfuric acid solution at room temperature to make a copper(II) sulfate crystal of triclinic shape. Using the petri dish method, a copper(II) sulfate crystal could be identified within one hour of reacting copper(II) hydroxide, copper(II) carbonate, copper(II) nitrate, copper(II) perchlorate, cupric(II) formate from a few drops of 2 M sulfuric acid solution at room temperature. When using the lap top method for copper(II) perchlorate, cupric formate, a proper crystal could be identified within one hour as well. SSC methods were used for the first time to make a copper sulfate crystal via chemical reaction. We can make a copper(II) sulfate crystal using a simple method which is easier, safer and saves time in class. And since a small quantity of chemicals are being used in SSC chemical methods, waste is greatly reduced. This lessens the amount of environmental problems caused by the experiment. This can be helpful in preserving nature. In addition the cost of chemical and laboratory equipment is greatly reduced because it uses material that we find in our daily lives. There will be continued study of small-scale methods such as improvement of new programs, study and training of teachers, and securing SSC tools. I would like to suggest such as SSC methods are applicable in elementary School Science. I would like it to become a wide spread program.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.254-261
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• 2017

This study is to investigate preconception of elementary school students and Belizean elementary school teachers and to devise experiment to understand a cause of seasonal change. An open-ended questionnaire and interviews were conducted for 91 6th grade students who didn't learn seasonal change and 10 Belizean teachers to find out preconception of seasonal change and they were categorized by using inductive analysis. They thought that the Earth's rotation, the distance between the Sun and the Earth, the Earth's revolution, pollution and climate change cause seasonal change. And it found out that these misconceptions come from difficulty in awareness of space and impreciseness of textbooks and books and so on. The experiment was designed to correct inaccurate preconception and to improve lessons of seasonal change. It is to measure a meridian altitude and a length of daytime and nighttime and to compare them. This experiment can help to understand the cause of seasonal change by measuring natural phenomenons like the meridian altitude and the change of length of daytime by model.

• Journal of Science Education
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• v.46 no.2
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• pp.151-164
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• 2022

The 2015 revised science curriculum textbook of 6th graders describes 'day and night' as an astronomical phenomenon observed on a daily basis. Textbooks use only visual materials from a space-based perspective to explain the causes of day and night. This study aims to investigate what changes in spatial representations of 5th graders when additional visual materials of the Earth-based perspective were presented to them. It also shows that the Space and the Earth-based perspectives appear to be interconnected. The following are found in this study. First, when students were presented with a visual material of an Earth-based perspective, their spatial representations of both the Earth and the Space-based perspectives changed. Second, the visual material of an Earth-based perspective confirmed the possibility that students' spatial representation types could be different in many ways. Third, the effect on the spatial representation of each perspective is different depending on gender and the level of spatial representation.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.461-479
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• 1997

The concept map is the diagram of two dimensions which hierachically arrays main concepts from those of the textbook and shows their relations. The research analyzed five of the ten high school earthscience textbooks approved by the Minister of Education according to the 6th reformed curriculum in 1995, one of which this research chose to make out the concept maps. The chapter [III. the Universe] contains the outer space of the earth presents new concepts about the stars and the universe and introduces the latest research in astronomy. This study changed textbook contents into Novak's concept map, searched for concepts requiring complement for learners in oder to obtain concepts from those of the textbook and pointed out problems on the basis of that result still better concept map is set up. We have the following conclusions. First, it is necessary to rule out unnecessary small units so as to make more effective understanding and to rearrange the units to have relation to contents. Second, the higher concept and lower concept need to be rearranged systematically in making an array of textbook contents. Third, the concept should have something to do with learners' experences and consciousness by showing learners the real examples relevant to the concept for the link between them.

• 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 Korean Home Economics Education Association
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• v.23 no.3
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• pp.53-68
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• 2011

This study analyzed the learning objectives in the 2007 revised 10th grade Home Economics textbooks of 6 different publishing companies and the achievement standards developed by Ministry of Education, Science and Technology(2009). Two experienced coders performed initial analysis based on the 'revision of Bloom's taxonomy of educational objectives' and had subsequent conferences to reach an agreement on different results between coders. For knowledge dimension, the results show that the major types of learning objectives in the "Future Family Life" unit are mainly consisted of factual knowledge and procedural knowledge, where as those of "Family Life Culture" unit are consisted of factual knowledge and conceptual knowledge. The achievement standards in both "Future Family Life" and "Family Life Culture" units are solely in a factual knowledge major type. The sub-type of knowledge dimension of both learning objectives and achievement standards fall into 'a specific facts and knowledge component'. For cognitive process dimension, the results show that the leaning objectives are focused on 'understand' and 'analyze'. Those of achievement standards are 'analyse' in the "Future Family Life" unit and 'understand' in the "Family Life Culture" units. From the result of this study, we can conclude that both learning objectives and achievement standards do not adapt any meta-cognitive knowledge, higher order thinking, and cognitive process.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.783-790
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• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.