• Title, Summary, Keyword: Chemistry I

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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.

A Comparative Study on the Analysis of Environmental Education in High School Chemistry - I Textbook (고등학교 화학 I 교과서의 환경 관련 단원 분석)

  • Nam, Myeong-Ha;Nam, Young-Sook
    • Hwankyungkyoyuk
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    • v.20 no.2
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    • pp.16-24
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    • 2007
  • The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry- I textbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry- I. The results of this study are as follows. First, units associated with environment account for an average of 43.7% on chemistry- I in 7th curriculum. Second, contents of units related to environmental education on chemistry- I in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry- I in 7th curriculum show that Information Knowledge Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view. In conclusion, environmental education in Chemistry- I focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry- I should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.

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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.

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.

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.