• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.1009-1024
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• 2011

Previous studies showed that many secondary school students and teachers have difficulties in distinguishing the phenomena of dissolution and diffusion, as well as the phenomena of diffusion and effusion. In this study, currently accepted term definitions of dissolution, diffusion and effusion were searched from the IUPAC Gold Book and the physical chemistry textbooks, and the points to differentiate the definitions were sought. Also, the term definitions of these three phenomena in the secondary school text books and the college general chemistry textbooks were surveyed and compared to the currently accepted definitions. It was found that dissolution is formation of one new phase from mixing two phases, while diffusion is the migration of matter down from the concentration gradient. The "concentration gradient" is considered to be a key point to distinguish diffusion from the dissolution. However, the concentration gradient was not mentioned in the definitions of diffusion in most of the secondary school textbooks and the college general chemistry textbooks. Effusion is differentiated from diffusion by the gas molecules escaping from the container through a tiny hole without collision. The definition of effusion was not found in most of the secondary school textbooks.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.

• Journal of Science Education
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• v.47 no.2
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• pp.167-179
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• 2023

This study analyzes the "JunghagGanguilog (中學講義錄)" published by the JoseonTongsinJunghaggwan(朝鮮通信中學館), a correspondence school in the 1920s, as well as "Mungyoui Joseon (文敎の朝鮮)," "Sinjisig (新知識)," and newspaper articles to examine the situation of science education in correspondence education at that time. The study investigated the effectiveness of science education outside of schools by analyzing the content of chemistry lectures in correspondence education materials and comparing them with Qualification Exam questions. Correspondence education served as a communication channel for individuals in the 1920s who were unable to receive formal schooling and was a valuable educational method for those aiming to pass Qualification Exam for admission to higher-level schools. Due to the similarity between the chemistry lecture content and Qualification Exam questions, learners likely favored correspondence education, leading to higher learning abilities. Therefore, it can be seen that the Korean publication of "JunghagGanguilog" was a significant resource in the science education landscape at that time.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.71-82
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• 2011

The purpose of this study was to evaluate the change of chemistry-related attitude of preliminary teachers, after the project of examining chemists contributing to the quality of human life. One group pretest-posttest was used in this study as an experimental design. Before examining the chemist, few preliminary teachers have the knowledge about the chemist contributing to the quality of human life. After the project of examining the chemist, the affirmative awareness on the chemist on preliminary teachers is increased. This result shows that the project of examining the chemist contributing to quality of life can give to make the positive attitude of preliminary teachers on chemistry, and to apply the useful tool related to STS curriculum which is not described effectively in science or chemistry textbook.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• 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.44 no.1
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• pp.74-80
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• 2000

The purpose of this study is to analyze comparatively and improve the preparation of chlorine gas in the high school chemistry II textbooks on the basis of the revised curriculum. From the results of the preparation experiment of chlorine gas which is commonly dealing with 9 kinds of textbook in the nation, we have found some problems and have suggested the solution of these problems. The problem is the students may inhale the chlorine gas that is to be injurious on the human body, so the research is focused on safe experimental method without inhalation of chlorine gas. The simple conviction method of character in laboratory is to propose at 5 kinds.

• Journal of the Korean Chemical Society
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• v.43 no.2
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• pp.225-230
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• 1999

The inquiry activities closely related to chemistry which were presented in the 4 middle school science textbooks were compared and analyzed. The total volume of chemistry part was 64.8 pages (22.3%), which were the smallest one in the four categories of science. The total numbers of inquiry activities related to chemistry were 171; 59 for the first grade, 47 for the second, and 65 for the third grade and those were composed of 29 observations, 20 measurements, 113 experiments, 9 data explanations, no investigation and discussion. Therefore, the major inquiry activity was experiment (66.7%) and this maldistribution will need to be improved.

• Journal of the Korean Chemical Society
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• v.48 no.6
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• pp.629-637
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• 2004

제7차 교육과정에 따른 중등 과학 교과서 중 화학 영역에 사용된 비유를 분석하였다. 전체 35권의 교과서에서 비유 사용 빈도는 325회로 13쪽마다 평균 1회 사용되었고, 단 한 번만 사용된 비유가 많았다. 유형별로는 기능적 비유, 언어와 그림을 모두 사용한 비유, 추상적 목표물을 구체적 비유물로 설명한 비유, 단순 비유와 부연 비유, 교사 중심 비유, 체계성이 낮은 비유가 많았고, 일상 비유와 작위적 비유가 비슷하게 사용되었다. 교과서 본문 중에 '비유‘라는 용어를 사용한 경우는 적었으며, 제한점에 대한 언급은 거의 없었다. 제6차 교육과정에 따른 과학 교과서에 비하여 쪽 당 비유의 수는 증가하였으나, 표현 방식, 작위성, 학습자 참여성을 제외한 모든 유형에서 비슷한 경향을 나타내었다. 이 결과들에 대한 교육적 시사점을 논의하였다.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.645-658
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• 2003

This study was carried out to analyze inquiry area of the chemistry (II) textbooks which were published by the 7th curriculum. The study attempts to analyze the degree to which chemistry (II) textbooks reflected the guidelines of the 7th science curriculum and propose educational suggestions for the inquiry learning. The analysis of the inquiry area was carried out based on the suggested inquiry elements of the 7th science curriculum. Overall, for the analysis of inquiry elements, basic inquiry elements except classifying suggested by the 7th science curriculum were well reflected on the textbooks. However, for the integrated inquiry elements, interpreting data takes almost half of the total integrated inquiry elements. Other integrated inquiry elements except drawing conclusion and transforming data were reflected less than ten percent. Investigation was also reflected less than ten percent of all inquiry activity. And inquiry activities were limited in terms of variety with few projects and no field trip. The main essence of the 7th science curriculum is the emphasis on total inquiry learning through various integrated inquiry elements and inquiry activities for higher grade students. Thus it is suggested that teachers provide inquiry learning which can supplement the textbook.