The Articulation between Chemistry Contents of Science Textbooks at Elementary and Middle School and the Analysis of Students' Preception on Chemistry Concepts

초등학교와 중학교 과학 교과서의 화학 영역에 대한 연계성과 중학생들의 화학 개념에 대한 인식 분석

  • Han, Yu Hwa (Department of Chemical Education, Korea National University of Education) ;
  • Kang, Dae Hun (Department of Chemical Education, Korea National University of Education) ;
  • Yang, Il Ho (Department of Chemical Education, Korea National University of Education) ;
  • Paik, Seoung Hey (Department of Chemical Education, Korea National University of Education) ;
  • Park, Kuk Tae (Department of Chemical Education, Korea National University of Education)
  • 한유화 (한국교원대학교 화학교육과) ;
  • 강대훈 (한국교원대학교 화학교육과) ;
  • 양일호 (한국교원대학교 화학교육과) ;
  • 백성혜 (한국교원대학교 화학교육과) ;
  • 박국태 (한국교원대학교 화학교육과)
  • Published : 19990600

Abstract

This study was to analyze the articulation between chemistry contents of science textbooks at elementary and middle school level, to survey students ? perceptions on chemistry concepts, to establish guidelines for science textbooks that not only meet the needs of learners but also fit in a coherent way. In order to do this, we analyzed links of the aims and the organization of chemistry contents of elementary and middle school science textbooks, we also surveyed students' perceptions on chemistry concepts students had retained. The study revealed that the 6th middle school curriculum was almost a duplicate of the elementary school syllabus. And there was no interrelation between the organization of chemistry contents and the aim of the chapter which built up a logical picture of the world at a molecular level. It was also found that the lack of coherence between science textbooks in elementary and middle school was a major cause of student difficulty.

Keywords

References

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