• 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.30 no.2
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• pp.181-191
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• 2010

In this study, we have come to classify experiment illustrations inserted in chemistry I textbook according to types (photographs and pictures) and roles (instruments, reagents, process and results). Also, in the case of person in illustrations not following the safety rules or mishandling instruments in the experimental process, we have come to define it as an 'error'. The problem is that, students tend to accept these errors unquestioningly and as a result, during the experiments, safety concerns can arise. Besides, the mishandling of instruments can lead to the wrong result of experiments. These errors are thought to be caused in the process of making illustrations. Therefore, to minimize errors in the illustrations for the experiments, experts specializing in illustrations should participate in the actual experimental illustrations process.

• 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.51 no.5
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• pp.433-446
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• 2007

The purpose of this study was to examine the effect of Small-Scale Chemistry(SSC) lab program on the academic self-efficacy and the science-related affective domain of 11th grade science-majored students. For this study, a SSC lab program was developed on the basis of analyzing the textbook of high school chemistry I in the 7th curriculum, and the experimental group was received SSC experiment lessons(SSC group), and the comparison group was received traditional experiment lessons. After students were grouped high and low level according to the students' prior science achievement score, the differences between the two groups were investigated using 2-way ANCOVA. From the result of this study, we found that the SSC lab program was more effective than the traditional Large-Scale lab program based on the textbook in academic self-efficacy. And the scores of interest toward science-related careers and creativity for the SSC group, which are subcategories of science-related affective domain were significantly higher than those for the comparison group. In students' perceptions on the SSC lab program, majority of students thought that the SSC lab program was convenient, effective and interesting.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.491-499
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• 2012

This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

• Journal of Science Education
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• v.40 no.3
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• pp.254-266
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• 2016

In this study, MBL experiments in the Korean secondary science textbooks and chemistry textbooks under the 2007 and the 2009 curriculum revision were analyzed in terms of curriculum revision era, grade, context of experiment in the textbook, field of science, topic, sensor, and publisher. As a result, 25 MBL experiments were found in the science textbooks under the 2007 revision, and 29 experiments under the 2009 revision (19 for middle school textbook and 10 for high school textbook). MBL experiments in middle school textbooks were not increased after curriculum revision while those in high school textbooks appeared for the first time. Most of them were in the textbooks for grade 7 and presented as an essential experiment rather than optional one. Motion sensor and temperature sensor were used most frequently, and oxygen sensor and carbon dioxide sensor were followed. In aspect of publishers, a frequency of MBL experiment was decreased in most textbook and some publishers didn't include MBL experiment at all. Based on these results, educational implications were discussed.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.204-210
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• 2017

In this study, we analyzed the descriptions of the electron movement model and the oxidation number change model presented in the 2009 revised curriculum and textbooks. We also investigated chemistry education major teachers' conceptions of limitations of each model. The electron movement model and oxidation number change model were presented in the curriculum and the textbooks. However, hybrid model was also presented which fail to grasp the limitation of each model. The hybrid model explains redox reactions of covalent bond compounds by electron movement model or even if it explains redox reactions by oxidation number change model, this explanations have the problem of confusing the virtual electron movement with the actual electron movement. A questionnaire and interviews were conducted to investigate chemistry education major teachers' perceptions of redox reactions. As results, many teachers did not recognize the limitations of each model and had difficulties to distinguish redox reactions from acid-base reactions because of the hybrid model.

• Journal of Science Education
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• v.35 no.2
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• pp.119-126
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• 2011

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students' academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of the Korean Chemical Society
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• v.54 no.4
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• pp.465-470
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• 2010

Using interesting video clips corresponding to lesson subjects for students who favour visual representation is one of the good methods to enhance students' preference for science class. There are many moving picture web sites to get video clips easily via internet and 'YouTube' is very popular and one of the largest reservoir. In this study, every student in the 'Chemistry I' class, which is a class for 11th grade, was requested to search a video clip corresponding to lesson subjects and to make a presentation in the class. After 1st semester, students' response about the class using YouTube was examined by survey. As a result, students preferred and were interested in the class using YouTube than class centered on textbook. And students preferred YouTube clips showing unusual experiments that were related with contents of subject. In addition, experiments and watching their real phenomena were an interesting factor and helpful factor of learning chemistry in YouTube video clips, respectively. However, translation of English used in the video clips seemed to be a difficult part for students.