• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.944-967
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• 2001

The purpose of this study is to compare and analyze secondary school chemistry education in Korea and China in order to identify implications for the improvement of Korean chemistry education. The school systems, curricula, and teacher education related to secondary chemistry education of both countries were compared and analyzed. The 6-3-3-4 school system is used in both countries, and national school curricula are formulated by the Ministries of Education in both countries. The 1996 chemistry curricular standard for advanced middle schools in China, and 1997 chemistry curriculum for Korean high schools were compared in several aspects, followed by comparisons of chemistry teacher education in both countries. Based on the comparative analysis of chemistry education, some ideas and issues which provide implications for improving Korean high school chemistry education were identified. Chemistry teaching in the junior secondary schools, tentative implementation of curricula, required course work in chemistry, structure of curricula, oral assessments, probation of teachers and other issues are identified and discussed in this study.

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.787-798
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• 2010

We compared the understanding of 4 pre-service teachers of chemistry education major and 2 pre-service teachers of chemistry major related to conceptions of "properties of dilute solutions" chapter in high school Chemistry II textbooks. As results, few pre-service teachers understood fully the concepts of high school Chemistry II textbooks. Some pre-service teachers had misconceptions related to properties of dilute solutions. We found that few differences existed between the pre-service teachers' understanding regardless of whether they took a major in chemistry education of a education college or a major in chemistry of noneducation college. Most of the pre-service teachers who attended this research recognized the lack of practical knowledge in their pre-service teacher curriculum.

• Journal of the Korean Chemical Society
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• v.32 no.5
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• pp.507-509
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• 1988

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.175-188
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• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Bulletin of the Korean Chemical Society
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• v.5 no.3
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• pp.112-117
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• 1984

The association constants (K) of 3,5,N-trimethyl pyridinium iodide in 95 volume percent ethanol-water mixed solvent were determined by a modified UV and conductance method at $25^{\circ},\;30{\circ},\;40{\circ}\;and\;50{\circ}C$ over the pressure range 1 to 2000 bars. The association process is enhanced with increasing pressure and decreasing temperature. From K values, we obtained the total partial molar volume change (${\Delta}V$) and some thermodynamic parameters. The electrostriction volume (${\Delta}V_{el}$) and intrinsic volume (${\Delta}V_{in}$) were also evaluated. The values of ${\Delta}V,\;{\Delta}V_{el},\;{\Delta}V_{in}$ are negative, negative and positive, respectively, and the absolute values of all these three decrease with increasing pressure and temperature. The ion-pair size (a) were varied 3 to 6 ${\AA}$, with pressure and temperature. The solvation number (n) decreased from 2 to 0.5 with increasing temperature.

• Journal of the Korean Chemical Society
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• v.29 no.3
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• pp.328-331
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• 1985

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Journal of the Korean Chemical Society
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• v.32 no.1
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• pp.48-52
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• 1988

Kinetics of the reaction of 2-phenethyl p-bromobenzenesulfonate with substituted pyridines in acetonitrile were investigated by an electric conductivity method at 1-2000 bars and $45{\sim}55{\circ}C$. The rates of these reactions were increased with raising temperatures, pressures and by changing electron-donating substitutents in pyridine. When raising pressure the Hammett reaction parameter $I{\rho}I$ and Bronsted ${\beta}$ values were increased, and isokinetic temperature observed from isokinetic relations hip between ${\Delta}H^{\neq}$ and TEX>${\Delta}S^{\neq}$ was decreased. These results indicate that the $S_N2$ characters were increased with raising pressure.

• Bulletin of the Korean Chemical Society
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• v.26 no.4
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• pp.594-598
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• 2005

Treatment of a solution of $CuCl_2$ in dimethyl phosphate (DMP) with DMSO under nitrogen atmosphere afforded to a light blue fluorescence powder. Slow evaporation of $H_2O$-DMSO solution of this powder resulted in blue-sky crystals of a new polymeric Cu(II) complex, with a unit cell composed of $Cu_2(DMP)_4$(DMSO), (1). The crystal and molecular structure of the complex acquired crystallographically. Compound (1) crystallizes in the monoclinic space group $P2_1$/n with a = 12.8920(11) $\AA$, b = 13.1966(11) $\AA$, c = 14.7926(13) $\AA$, $\alpha$ = 90$^{\circ}$, $\beta$ = 98.943(2)$^{\circ}$, $\gamma$ = 90$^{\circ}$, V= 2486.1(4) ${\AA}^3$, and Z = 4. A square pyramidal environment for the metal center was established by coordination of oxygen atoms of four bridging DMP ligands in the basal positions and binding a tri-centered oxygen atom of DMSO in the apical disposition of Cu(II). The sixth position was also affected by a weak interaction with the sulfur atom of another DMSO. The phosphorous atom in the bridging DMP was arranged in a deformed tetrahedron with (gg) conformation for methyl esters with $C_{2v}$ symmetry.