An Analysis of Inquiry Activities in Chemistry II Textbook by Using 3-Dimensional Analysis Framework

3차원 분석틀을 이용한 화학II 교과서의 탐구활동 분석

  • Seok Hee Lee (Basic Institution for Science Education, Pusan National University) ;
  • Yong Keun Kim (Department of Science Education, Pusan National University of Education) ;
  • Seong Bae Moon (Department of Chemistry Education, Pusan National University)
  • 이석희 (부산대학교 과학교육연구소) ;
  • 김용권 (부산교육대학교 과학교육과) ;
  • 문성배 (부산대학교 사범대학 화학교육과)
  • Published : 2003.08.20


This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.


Inquiry Activity;Three Dimensional Framework;Inquiry Content;Inquiry Process;Inquiry Context


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