• Journal of Science Education
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• v.38 no.2
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• pp.302-316
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• 2014

The purpose of this study is to devise a Small-Scale Chemistry (SSC) lab program for primary school learners and to examine its effects on science learning achievement. In addition, it will be examined whether the type of learning groups affects the achievement or not. The participants in the current study were 173 6th graders from 6 classes of Y elementary school in Changwon city, Gyeongnam. Three classes(86) were assigned to the experimental group and the other three, the comparative group after checking the pre-homogeneity between the two groups through t-test on the scores of the science mid-term exam. We conducted five experimental sessions on the Acid and Base in the science textbook for the sixth graders. The students of one experimental class worked in pairs and another class worked individually, but the students of the comparative classes were divided into groups of six(one group with pair, another group with individual work in the SSC program, and the other group conducting the traditional experiment with groups of six students). The data were analyzed by t-test and ANOVA. The results showed that experimental learning using individual work in the SSC program compared to traditional experimental learning was effective in improving science learning achievement. also it was indicated that the teachers could reduce their burden of preparing for classes and of school hours when they utilized the SSC laboratory learning program. Teachers could also actively support students' experimental activities in employing the program. Based on the results, we suggest that the development of the SSC laboratory learning program is meaningful in the sense that this program can help elementary schoolers to improve science learning achievements more than the existing traditional experimental methods.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.463-477
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• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.112-121
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• 2017

The purpose of the study was to investigate the effect of explanation in conjunction with gravity and density on students' alternative conceptions for floating and sinking phenomena. The subjects were 140 students of 11th grade in 4 classes of a high school located in Gangwon Province. We divided them in two groups; comparison and experiment. The students of experiment group learned explanation in confection with gravity and density. The students of comparison group learned explanation of pressure as represented in physics textbook. ANCOVAs (analysis of covariance) were conducted using the pretest as a covariance. In items related to characters of matter, 2 items are not significant and only 1 item has significant small effect size (Hedges' g=0.327). In the change of alternative conceptions, there is no meaningful gap between two group. However, in items related to relative weights between object and water, the all items have significant effect sizes (0.286~0.502). In addition, frequency of experiment group's alternative conceptions related to pressure decreases considerably, but comparison group does not. Therefore, the explanation in conjunction with gravity and density suggested in this study can decrease students' alternative conceptions related to floating and sinking phenomena and increase scientific conceptions.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.560-570
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• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.

• Journal of the Korean Chemical Society
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• v.43 no.4
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• pp.475-484
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• 1999

This study was to investigate the effective order of instruction for students learning the concepts of chemical change. Chemical change was considered as the important area in 8th grade chemistry part. The study consisted of 168 8th grade students, two classes of boys and girls each, from a middle school in Seoul. They were divided into two groups, the experimental group and the control group. The control group was taught in the order, which was presented in the science textbook; chemical change, atom, and molecule (CAM). For the experimental group, the order was molecule, atom, and chemical change (MAC). From the results of the study, there was a statistically significant difference between the control group and the experimental group. But the interviews indicated that the students were confused with the MAC method in spite of the effective learning. Therefore, for more effective concepts learning without a confusion, we need to provide our students with various learning sequences of science textbooks rather than fixed learning sequences.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.363-370
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• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.163-177
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• 2006

Alpha Nickel hydroxide samples have been synthesized by electrodeposition on platinum and nickel substrates at current densities of 1, 5, 6, 7 and 10 mAcm？2 at a controlled temperature of 30.00 oC from Ni(NO3)2 bath. Platinum substrate shows a tendency to incorporate less nitrate ions with increase in current density thus producing less hydroxy-deficient nickel hydroxide layers. On the whole the interlayer distance (d003) is found to be inversely proportional to the amount of nitrate ions incorporated in-between the lattice. For the first time we have observed a decrease in lattice spacing with increase in concentration of intercalant (anions) and the reason for lattice contraction is attributed to the columbic attractive forces exerted by the oppositely charged nitrate ion and positively charged slabs. The Infrared spectra of the samples with expanded interlayers show two types of OH vibrations corresponding to hydrogen bonded and non-hydrogen bonded OH groups whereas the contracted interlayers show only hydrogen-boded OH groups. Although the faradaic efficiency is found to increase with increase in applied current there is a local minimum at 6.0 mAcm？2 current density on both platinum and nickel substrates. In this manuscript, GC-MS data is provided which clearly demonstrates the electrodeposited nickel hydroxide sample to consist of huge amount of carbonate ions although the electrolyte solution in nickel nitrate.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.