• Title, Summary, Keyword: 중등 과학 교과서

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The Analysis of Analogies in Chemistry Content of Secondary School Science Textbooks Based on the 7th National Curriculum (제7차 중등 과학 교과서의 화학 영역에 사용된 비유 분석)

  • Cha, Jeong-Ho;Byun, Soon-Hwa;Noh, Tae-Hee
    • 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.

중등 수학 및 컴퓨터과학 교육에서 컴퓨터 교육의 연결성 및 통합성

  • Jeong, Chi-Bong
    • Communications of Mathematical Education
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    • v.10
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    • pp.303-324
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    • 2000
  • 수학 교육에서 새로운 정보기술의 교육적 사용의 범위는 커지고 교육 모형은 다양해지고 있다. 특히 중등 수학교육에서의 변화에 대한 기대도 커지고 있다. 본 논문은 미국 및 한국의 수학 교육계의 폭넓은 지지를 받는 NCTM의 컴퓨터 및 정보기술 활용에 관한 규준들의 교육적 의미, 방법, 효용 등을 정리하였다. 이어서 컴퓨터과학 교과과정에 포함된 수학 분야에 대한 컴퓨터과학자 Hamming의 견해를 소개하였다. 본 논문은 한국의 중등 교육에도 컴퓨터과학 교과가 시행될 것을 예정하면서 수학 교사들이 미리 컴퓨터과학을 교과과정을 이해함으로 통합 교과적 요소, 특성 그리고 역할 관계를 알아보았다.

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A Comparative Study on the Connection between Elementary and Secondary Science Contents of DPRK and Republic of Korea (한국과 북한의 초·중등학교 지구과학 내용의 연계성에 대한 비교연구)

  • Jang, Moon-Soo;Kwon, Chi-Soon
    • Journal of the Korean earth science society
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    • v.25 no.7
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    • pp.558-564
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    • 2004
  • This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

High School Science Teachers' Understanding of the Contents Related to the Geologic Time in the Secondary School Science Textbooks and the Guidebooks for Teachers (고등학교 과학 교사들의 지질 시대 관련 개념들에 대한 이해: 중등 교과서와 지도서를 중심으로)

  • Kim, Kyung-Soo;Kim, Jeong-Yul
    • Journal of the Korean earth science society
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    • v.27 no.1
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    • pp.32-48
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    • 2006
  • The purposes of this study can divided into three parts: First, to investigate high school science teachers' understanding concerning geologic time; second, to analyze contents related to geologic time in the secondary school science textbooks and teachers' guidebooks; and third, to compare the response type of science teachers using the results of the contents. Forty high school science teachers in the Chungbuk province are chosen to answer to the questionnaire. Many teachers (50%) think that the age of Earth is simply measured by radioisotope. However, most of them do not know the measuring method in detail. The over 50% of the teachers think that the uniformitarianism, law of superposition, law of faunal succession law of unconformity, and law of intrusion are the great five laws of historical geology. Many part of the contents related to geologic time in the textbooks and guidebooks are incorrect and described distinctly from each other. Such content includes the age of Earth, age of the oldest rock in Earth, definition and range of geologic time, measuring method of the Earth's age, and law of historical geology. Many of the science teachers do not have a complete understanding of the contents related to geologic time. This study suggests that the reason lies heavily on the contents described in the textbooks and guidebooks. Therefore, it is necessary to review and revise the contents related to geologic time in the textbooks and guidebooks.

An Analysis of Illustrations from Secondary Science Textbooks Developed under the 7th National Curriculum in Aspect of Gender-Role Stereotyping (성역할 고정관념의 측면에서 제7차 교육과정에 따른 중등 과학 교과서의 삽화 분석)

  • Cha, Jeong-Ho;Kim, So-Yeon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1181-1188
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    • 2004
  • In this study, 25 science textbooks developed under the 7th National Curriculum were analyzed for gender-role stereotyping. A total of 3549 (17.9%) illustrations including persons were selected from 19810 illustrations from the textbooks. The frequencies of men and women appearing in them were counted, and the types of activities and the characters of people in them were analyzed. Male pupils and adults appearing in the textbooks were more frequently than female, and the difference between male and female adults was very great. However, the characters of pupils and adults were found to be active regardless of their age and gender. The jobs of male adults were depicted to be more diversified than those of female. Scientists appearing in the textbook illustrations also were mostly male.

Analysis of Plant-related Learning Materials in Textbooks of Elementary and Secondary Schools II- Focus on Other Subject Matters Except Biology - (초.중등학교 교과서에 나타난 식물 학습 소재 분석 II- 생물영역 이외의 타 교과 중심으로 -)

  • Yeau, Sung-Hee;Chang, Nam-Kee
    • Journal of The Korean Association For Science Education
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    • v.18 no.3
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    • pp.451-458
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    • 1998
  • The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

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Analysis of MBL Experiments from the Korean Secondary Science and Chemistry Textbooks Based on 2007 and 2009 Revision (2007 개정 및 2009 개정 중등 과학 및 고등학교 화학 교과서의 MBL 실험 분석)

  • Jung, Eun-a;Cha, Jeongho;Kim, Inwhan
    • Journal of Science Education
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    • v.40 no.3
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    • pp.254-266
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    • 2016
  • In this study, MBL experiments in the Korean secondary science textbooks and chemistry textbooks under the 2007 and the 2009 curriculum revision were analyzed in terms of curriculum revision era, grade, context of experiment in the textbook, field of science, topic, sensor, and publisher. As a result, 25 MBL experiments were found in the science textbooks under the 2007 revision, and 29 experiments under the 2009 revision (19 for middle school textbook and 10 for high school textbook). MBL experiments in middle school textbooks were not increased after curriculum revision while those in high school textbooks appeared for the first time. Most of them were in the textbooks for grade 7 and presented as an essential experiment rather than optional one. Motion sensor and temperature sensor were used most frequently, and oxygen sensor and carbon dioxide sensor were followed. In aspect of publishers, a frequency of MBL experiment was decreased in most textbook and some publishers didn't include MBL experiment at all. Based on these results, educational implications were discussed.

An Analysis of Oceanic Current Maps of the Yellow Sea and the East China Sea in Secondary School Science Textbooks (중등학교 과학교과서의 황해 및 동중국해 해류도 분석)

  • Park, Kyung-Ae;Park, Ji-Eun;Choi, Byoung-Ju;Lee, Sang-Ho;Lee, Eunil;Byun, Do-Seong;Kim, Young-Taeg
    • Journal of the Korean earth science society
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    • v.35 no.6
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    • pp.439-466
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    • 2014
  • Since the unification of the diverse oceanic current maps of the East Sea in secondary school science textbooks has recently been accomplished, there have been increasing requirements for the production of a current map of the Yellow Sea (YS) and the East China Sea (ECS). This study, as its first attempt, facilitated the prospective production process of the unified oceanic current maps in YS and ECS by analyzing the maps of scientific articles and those of the present textbooks as of 2014. First of all, the analogue current maps of the textbooks and scientific articles were digitalized to retrieve the characteristics of current maps quantitatively and to make intercomparison of the maps. The currents of both YS and ECS such as the Kuroshio Current, the Taiwan Warm Current, the Tsushima Warm Current, the Yellow Sea Warm Current, the Chinese Coastal Current, the Korea Coastal Current, and the Changjiang River Flow were selected and analyzed. We made 18 items to investigate the paths of the currents. Analyses of the oceanic current maps of secondary school science textbooks and scientific articles with respect to the selected criteria revealed that the current maps of the textbooks were considerably different from the up-to-date knowledge of the current maps acquired from the scientific articles. In addition, since the currents of YS and ECS have strong seasonality, we suggest that they should be presented with at least two current maps for summer and winter in the textbooks, which may go through active discussions among experts.