• Title, Summary, Keyword: 화학 I

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Analysis of the Causes of Decrease in the Number of Students Taking Chemistry I in the CSAT by Analyzing the Chemistry I Question in the CSAT and the Recognition Survey of Students and Teachers (대학수학능력시험 화학 I 문항 분석 및 학생과 교사의 인식 조사를 통한 화학 I 응시자 감소 원인 분석)

  • Kim, Hyunkyoung;Bae, Sungwoo;Park, Jongseok
    • Journal of the Korean Chemical Society
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    • v.61 no.6
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    • pp.378-387
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    • 2017
  • In this study, we analyzed the causes of decrease in the number of students taking Chemistry ? in the College Scholastics Ability Test (CSAT) by analyzing the adequacy of the Chemistry I question in the CSAT and the recognition survey of students and teachers about the Chemistry I choice. We analyzed some questions in Chemistry I of the CSAT from the year 2014 to 2016. The questions were analyzed to determine whether they were appropriate to the curriculum content, achievement standard, and achievement level. The target of the survey for perception was 452 senior high school students and 68 science teachers. The result of the study showed that the questions in Chemistry I are somewhat difficult compared to the depth and achievement level required by the curriculum, and it also requires mathematical thinking ability. Students recognized the mathematical thinking and complex mathematical skills are needed to solve problems in Chemistry I. Teachers also thought that the choice of Chemistry I is unfavorable in aspect of meeting the minimum academic ability standard, and accordingly, they did not actively recommend students to take Chemistry I. Moreover, most of the teachers recognized that it is necessary to improve the direction of writing questions for Chemistry I. Therefore, setting questions that can be solved using chemical knowledge, not mathematical ability need to be addressed.

Chemistry teachers' perceptions on aims, contents, and evaluations of the 7th Chemistry I Curriculum and realities of instruction in classrooms (제7차 화학 I 교육과정의 목표, 내용 및 평가에 대한 화학교사들의 인식 및 수업의 실제)

  • Kim, Hye-Young;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.653-665
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    • 2009
  • The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.

Relationship between the High School Chemistry I, II, and the General Chemistry, and College Students' Cognition about the Subject (대학교 일반화학과 고등학교 화학 I, 화학 II 교과의 연계성 및 일반화학에 대한 대학생들의 인식조사)

  • Moon, Sook-Hee;Lee, Sang-Joa
    • Journal of the Korean Chemical Society
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    • v.55 no.1
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    • pp.112-123
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    • 2011
  • The chemistry has the academic system in which a concept is jointly developed into the single strain, so the contents of the chemistry I II of the high school are very important in the connection of the general chemistry in the university. At this moment, it is possible for high school graduates to be accepted into science or engineering majors without taking the chemistry II. These the highest intensive election subject cause problems of differences in level of understanding and difficult of quality educations. In this study, we have analyzed similarity between the contents of the chemistry I II and the general chemistry. We also analyzed the cognition level of students without taking the chemistry II in understanding the general chemistry level classes. We found that the high school level chemistry I and II introduced about 27% and 62% of the essential concepts required for the general chemistry, respectively. In a case of M university in Chonnam, about 70% of students in the general chemistry classes have no exposure to the chemistry II in their high schools, causing difficulty of understanding new subjects due to their insufficient concepts for classes. The lack of knowledge caused lowering of learning achievement and decrease of interests in chemistry.

Analysis of Instructional and Evaluational Objectives in Chemistry I Textbooks (화학 I 교과서의 학습 목표 및 평가 문항 분석)

  • Park, Hyun-Ju;Bea, Jeong-Ju;Jo, Kye-Seung
    • Journal of the Korean Chemical Society
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    • v.56 no.4
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    • pp.491-499
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    • 2012
  • This study was to analyze the educational objectives of evaluation of practice quizzes and learning objectives of chemistry I textbooks for the 2009 revised curriculum by Klopfer's taxonomy. The result revealed that the objectives of science education indicated in the 2009 revised curriculum were contained the educational meaning of all categories except 'manual skills' of Klopfer's taxonomy of educational objectives. The learning objectives of chemistry I textbooks laid mostly on 'the knowledge and comprehension' and 'the process of scientific inquiry'. It showed that 'the objectives of scientific knowledge and methods', 'manual skills' and 'scientific attitude and interest', 'orientation' seemed to be taken in a relatively careless way. The result on the practice quizzes in textbooks, they also laid stress on 'the knowledge and comprehension' were covered much, even though they were emphasized in the other objectives of the curriculum. It was concluded that the educational objectives of the science textbooks did not reflect much on educational objectives of the 2009 revised curriculum.

Studies on Chemical Structure Determination of Polygonatum sibiricum Extracts(I) (황정(黃精) 추출물의 화학구조 결정에 관한 연구(I))

  • 신동수;윤중호;박주희;권기락;안철진;주우홍;강진호;문병호
    • Journal of Life Science
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    • v.9 no.2
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    • pp.207-211
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    • 1999
  • Biologically active compounds in Polygonatum sibiricum were extracted using organic solvents as hexane, CHCl$_3$, n-butanol corresponding each component. Compound I was purified from hexane layer and the chemical structure of compound I was characterized using 1H-NMR, 13C-NMR, DEPT135, COSY, HMQC, HMBC spectrum and MS-spectrum. Consequently, the chemical structure of compound I was determined as 9,12-(9E,l2E)-octade cadienoic acid.

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Survey of Chemistry Teachers' Perceptions and Teaching Style on Chemistry I Course (화학 I 교과에 대한 화학 교사들의 인식과 학습 지도 방식에 대한 조사)

  • Lee, Eun-Ju;Cho, Young-Ja;Kim, Eun-Suk;Ryu, Ran-Yeong;Kim, Dong-Jin;Park, Kuk-Tae
    • Journal of the Korean Chemical Society
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    • v.51 no.1
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    • pp.73-81
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    • 2007
  • The purpose of this study was to find out chemistry teachers' perceptions on the aims and characteristics of the chemistry I course from the 7th national curriculum by means of investigating how frequently particular learning contents were selected and what the teachers' teaching styles were in order to find out how effectively teachers were working with the 7th national curriculum in teaching. For this study, data was collected by means of questionnaires, which was answered by 44 chemistry teachers in 40 different high schools. Results from this study are as follows: As for the perception on the aim and characteristics of chemistry I course, many chemistry teachers have already perceived that the aim of the course was to promote democratic citizens with the knowledge of chemistry. And the most appropriate way of teaching chemistry I course was inquiry-centered teaching such as experiment-practice and inquiry-discussion. However, these perceptions were not reflected when they actually taught students in the classroom. Instead, most of the class was concepts learning and there were a lot of differences in selecting learning contents among chemistry teachers. Furthermore, although chemistry I course was considered a good subject to make students have interest and curiosity in chemistry, it was not appropriate to make students understand the concepts of chemistry. Therefore, learning contents in chemistry I course need to improve. In conclusion, as the goal of 7th national curriculum of chemistry I course was to emphasize inquiry teaching, inquiry based teaching should be practiced in the class. Moreover, sufficient teacher training should be accompanied and alternative additional teaching contents should be developed. Finally teachers' experiences should be reflected in the national curriculum when it is revised.

Analysis of Problems in the Submicro Representations of Acid·Base Models in Chemistry I and II Textbooks of the 2009 & 2015 Revised Curricula (2009 개정교육과정과 2015 개정교육과정의 화학 I 및 화학 II 교과서에서 산·염기 모델의 준미시적 표상에 대한 문제점 분석)

  • Park, Chul-Yong;Won, Jeong-Ae;Kim, Sungki;Choi, Hee;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.64 no.1
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    • pp.19-29
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    • 2020
  • We analyzed the representations of acid-base models in 4 kinds of Chemistry I and 4 kinds of Chemistry II textbooks of the 2009 revised curriculum, and 9 kinds of Chemistry I textbooks and 6 kinds of chemistry II textbooks of the 2015 revised curriculum in this study. The problems of the textbook were divided into the problems of definitions and the representations of the logical thinking. As a result of the study, the lack of the concept of chemical equilibrium had a problem with the representation of reversible reactions in the definition of the Brønsted-Lowry model in the Chemistry I textbooks of 2009 revised curriculum, it also appeared to persist in Chemistry I textbooks of 2015 revised curriculum which contains the concept of chemical equilibrium. The representations of logical thinking were related to particle kinds of conservation logic, combinational logic, particle number conservation logic, and proportion logic. There were few problems related to representation of logical thinking in Chemistry I textbook in 2009 revision curriculum, but more problems of representations related to logics are presented in Chemistry I textbooks in 2015 revision curriculum. Therefore, as the curriculum is revised, the representations of chemistry textbooks related to acid and base models need to be changed in a way that can help students' understanding.

Students' Perceptions about High School Chemistry I, II (고등학교 화학 I, II 수업에 대한 학생의 인식 조사)

  • Park, HyunJu;Lim, HeeJun
    • Journal of the Korean Chemical Society
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    • v.61 no.6
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    • pp.369-377
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    • 2017
  • The purpose of this study was to investigate high school students' perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students' experimental activities.

A Analysis of Teachers' Perception of the Chemistry I & Chemistry II in the 7th National Curriculum and Their Demands on Curriculum Revising (제7차 고등학교 화학 선택 교육과정에 대한 교사들의 인식 및 요구 분석)

  • Hong, Mi-Yeong
    • Journal of the Korean Chemical Society
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    • v.50 no.5
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    • pp.394-403
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    • 2006
  • purpose of this study was to analyze high school chemistry teachers perception of the Chemistry I & Chemistry II in the 7th national curriculum and their demands on the revision of curriculum. A nationwide survey was administered to obtain the responses from 108 high school chemistry teachers. More than half of the participants thought the current curriculum of Chemistry I and Chemistry II needed revising. As the results, a major drawback of Chemistry I was a difficulty in explaining phenomena due to absence of basic concepts, and that of Chemistry II was an excess of the contents for high school science courses. Unfortunately, it was found out that inquiry activities existed only in name, especially in case of Chemistry II. Regarding the manner of content organization of Chemistry I in new curriculum, demand on a concept-based approach outnumbered theme-based approach. For revising Chemistry, the majority of participants demanded basic chemistry concepts to be introduced, without supplementation of quantitative approaches and deepening level of concepts. An urgent request for Chemistry II was reducing content by shifting relevant concepts to Chemistry I. Implications for high school chemistry education including revising curriculum were discussed.

A Comparative Analysis of Cognitive Levels of 11th Grade Students and Cognitive Levels Required by High School Chemistry I Textbooks (고등학교 2학년 학생들의 인지수준과 화학 I 교과서 내용이 요구하는 인지수준 비교 분석)

  • Kim, Eun-Suk;Park, Kwang-Seo;Oh, Chang-Ho;Kim, Dong-Jin;Park, Kuk-Tae
    • Journal of the Korean Chemical Society
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    • v.48 no.6
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    • pp.645-653
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    • 2004
  • The purpose of this study was to compare and analyze the cognitive levels of 11th grade students and those required in high school chemistry I textbooks standardized by the 7th national education curriculum. For this study, the cognitive development stages of 456 11th grade students were surveyed using short-version GALT (group assessment of logical thinking). Furthermore, 15 basic concepts were extracted from the contents on water and air, 2 units in chemistry I order to analyze the cognitive levels necessary for understanding high school textbooks, using CAT (curriculum analysis taxonomy). The results showed that 52.5% of the surveyed 11th grade students reached the formal operational level, 28.3% transitional levels, and 19.5% concrete operational levels. 68.9% of the academic high school students and 6.6% of the technical high school students reached the formal operational levels, and the ratio of formation was very different in each logics. As a result of the analyzing the cognitive levels needed for understanding chemistry I textbook contents, in spite of a change in national education curriculum, there were no great change in cognitive levels required by scientific concept except some inquiry activities. The cognitive levels in high school chemistry I textbooks by the 7th national education curriculum appeared higher than the cognitive levels of 11th grade student, but cognitive levels of inquiry activities were similar to the cognitive levels of the students. Chemistry teachers thought of chemistry I textbooks by the 7th national education curriculum as desirable because scientific concepts were reduced and a lot of real life materials were adapted. However, they pointed out a problem of difference in contents levels compared with chemistry I textbooks because scientific concepts were greatly reduced in chemistry I textbooks. The cognitive levels required in chemistry I textbooks still appeared higher than those of the students. Consequently, various teaching and learning methods and materials will have to be developed to be suitable for the students' cognitive levels.