• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.801-814
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• 2011

The purposes of this study were to understand what is physics teachers' perceptions of idealization and to explore their teaching experiences about idealization in their physics classes. In order to achieve these research purpose, we conducted in-depth interviews with ten Korean physics teachers. The interview data was transcribed and analyzed interpretively. The results are as follows: (1) Physics teachers are not familiar with the term of 'idealization' but they understand the meaning of idealization and ideal condition. (2) Physics teachers understand the necessity of explicit mentions of idealization and ideal conditions in physics classes. (3) Physic teachers adapt conceptions of idealization and ideal condition into their lectures, experimental classes and evaluation strategies. Thus, the results of this study can provide theocratical understanding of idealization. It will help develop teacher education programs and physics teaching strategies. This research also suggested follow-up research questions about idealization in the physics education field.