한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제30권7호
  • /
  • Pages.901-907
  • /
  • 2010
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Experiments for 'Measuring the size of Earth in 8th Science Textbooks

  • 투고 : 2010.09.08
  • 심사 : 2010.09.27
  • 발행 : 2010.11.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The purpose of this study is to analyze methods for measuring the size of the Earth, put forth in 6 different Korean 8th grade science textbooks. The research questions are as follows: 1) Do they adequately map out the experiments for measuring the size of the earth by using the concept of the sun's altitude? 2) Do they reduce the size of the sun like as the Earth is similarly downsized to the globe? 3) Do they suggest the precise experimental conditions for selecting two equal longitudinal spots for measuring the size of the earth? 4) Do they design adequate experiments for exact measurement? 5) Do they offer a proportional expression for seeking the size of globe which is easily understood by students? 6) Do they develop experiments to measure actual size of the earth? Four graduate students and one researcher took part in this study. All conditions were unanimously agreed upon by the participants. The results are as follows. First, one publishing company must include the concept of the sun's altitude to accurately measure the size of the Earth. However, some textbooks fail to mention this. As such, the concept of the sun's altitude must be introduced to accurately measure the size of the Earth. Second, a reduced size globe is used as the actual earth so; the sun should be factored in with a reduced light value. Third, you have to lay a stress on two points at the same longitude. In other words, a shadow located at the same longitude from two randomly selected points. Most textbooks mention two points at the same longitude but two of them design the experiment with a shadow at the same longitude. Fourth, we need a method to precisely measure the angle between a stick and its shadow. The angle between the stick and the tip of its shadow is the sun's altitude difference. Fifth, we need to present more specific proportional expressions for calculating the size of the globe. Only 3 out of the 6 texts employed a proportional expression. Sixth, we need to calculate the size of the earth by accurately presenting the scale of the globe to attain the goal of the experiment. Two of the texts analyzed, designed the experiment for the purpose of calculating the size of the globe. Three of the texts designed their experiments to calculate the radius of globe which is not even relevant to the purpose of experiment.

키워드

참고문헌

  1. Chae, D. (2008). Contents analysis on 'adiabatic change' in 10th earth science textbooks. Journal of the Society for the International Gifted in Science, 2(2), 107-115.
  2. Chae, D., Jung, S. (2007). A qualitative study about cause of wind with the ideas of primary teachers. Research Institute of Curriculum Instruction, 12(2), 457-468.
  3. Choi, S., Cho, H. (1987). An analysis of misconceptions about the concepts of celldivision, reproduction and fertilization in high school textbook I. Journal of the Korean Association for Science Education, 7(1), 19-31.
  4. Choi, D., Kim, D., Kim, B., Kim, J., Noh, S., Shin, Y., Lee, K., Lee, D., Lee, M., Lee, Choi, B. (2002). Middle School Science 2. Seoul: Kyohak Publishing Company.
  5. Driver, R., Guesne, E., and Tiberghien, A. (1985). Some features of children's ideas and their implications for teaching. In Driver, R., Guesne, E., and Tiberghien, A.(eds.), Children's ideas in science, Milton Keynes: Open University Press.
  6. Kook, D. (2003). An analysis of 10th grade science textbook as an origin of misconception on greenhouse effect concept. Journal of the Korean Association for Science Education, 20(5), 592-598.
  7. Kwon, J, Kim, B. (1993). Science Misconceptions (Mechanics). Dept. of Physics Education, Korean National University of Education.
  8. Kim, J., Ko, H., Kim, J., Kim, N., Lim, Y., Dong, H., Kim, S., Nam, C., Kim, Y., Lee, J. (2002). Middle School Science 2. Seoul: Black Box Publishing Company.
  9. Kim, C., Kim, H., Park, S., Oh, C., Yang, J., Jang, H., Jung, J., Cho, H., Choi, H., Han, S., Hyun, J., Hong, K., (2002). Middle School Science 2. Seoul: Didimdol Publishing Company.
  10. Lee, K., Huh, D., Lee, K., Jung, M., Bang, T., Lee, K., Ahn, T., Jung, S., Bok, O., Jung, L., (2002). Middle School Science 2. Seoul: Jihak Publishing Company.
  11. Lee, S., Chae, K., Kim, K., Lee, M., Kwon, S., Son, Y., Noh, T., Jung, J., Seo, J., Kim, Y. (2002). Middle School Science 2. Seoul: Kumsung Publishing Company.
  12. Jung, W., Kwon, J., Kim, B., Kim, S., Baek, S., Woo, J., Lee, B., Lee, S., Jung, J., M., Lee, S., Jeon, Y. (2002). Middle School Science 2. Seoul: Daeildose Publishing Company.
  13. Oh, W. (2003). Students' concepts and science education in constructivism. Research Institute of Science Education in Chungbuk National University, 19(1), 1-18.