• 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.

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 the Types of Scientific Models in the Life Domain of Science Textbooks (중등 과학 교과서의 생명 영역에 제시된 과학적 모형들의 유형 분석)

  • Kim, Mi-Young;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.29 no.4
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    • pp.423-436
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    • 2009
  • This study aims to develop an analytic framework that can be used to classify scientific models in science textbooks according to modes and attributes of representation and to investigate types of scientific models presented in the biology section of science textbooks for the $7^{th}$ to $10^{th}$ grades. The results showed that modes of representation of scientific models are related to the nature of sub-areas of biology sections. Generally, the iconic model and symbolic model were in dominant use, including drawings of organs and explanations of working of systems. However, the chapters on 'The Organization of Life' and 'The Continuity of Life' showed a relatively high frequency in use of the actual model. The theoretical model was presented in a part of 'The Continuity of Life', due to its highly abstract characteristics. Moreover, the gestural model and analogical model showed very low frequency. From the perspective of attributes of representation, frequency of the static model was very high, while one of the dynamic models was very low. Therefore, efforts to recognize the properties of scientific concepts more clearly and to develop diverse types of models that can represent the concepts adequately are required. Analysis of these types of scientific models can offer recognition of the usefulness and limitations of models in representing the concepts or phenomena, and can help us to design adequate models depicting particular properties of given concepts. Also, this type of analysis may motivate researchers to strive to reveal correct methods for and limits of using the scientific models that are presented in existing science textbooks, as well as to provide useful information to organize the science textbooks according to the revised $7^{th}$ national science curriculum.

- For the Development of Inquiring, integrated Science Curricular Materials - The Comparison and Analysis of Inquiry Activity between "The FAST Program" and "The Secondary Science Books" (탐구적 통합 과학 교재 개발을 위한, "FAST program"과 "중등 과학 교과서"의 탐구 활동 비교 분석)

  • Son, Yeon-A;Lee, Hack-Dong
    • Journal of The Korean Association For Science Education
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    • v.14 no.1
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    • pp.45-57
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    • 1994
  • The purpose of this study is to verify whether the FAST program is the Inquiry Science Curricular Materials, through the Comparison and Analysis of Inquiry Activities between the FAST program and our Secondary Science Books. The results of this study are as follows ; 1. FAST has 226 tasks of the Inquiry Activities, which is analyzed over two times than our text. 2. In level one, FAST holds the parts of Synthesizing Results and Evaluation, Hypothesizing and Designing an Experiment but u.ese aren't found in our text. 3. In level two, our text is analyzed No Discussion 72.2%, Demonstrating or Verifying the Content of the Text 82%, but FAST has Discussion Guided 81.8%, and isn't found any tesk of Demonstrating or Verifying the Content of the text. 4. In level three, our text is exposed a typical type I and analyzed Inquiry Index 15-25 ( Middle ), but FAST is found type IV, excepting Manipulating Apparatus and Observation and analyzed Inquiry Index over 35 ( Very - High ). Therefore, FAST Program is proved to be the desirable Inquiry Science Curricular Materials. In future, this worker is to arrange the results of the following paper as follows ; 1. The verification of the FAST Program by means of the Integrated Science Curricular Materials. 2. The development of the Inquiring, Integrated Science Curricular Materials through the results of the preceding study.

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Assisting High School Students to Redefine the Principle of Coriolis Force (전향력 발생 원리를 고등학생들에게 설명하기 위한 새로운 방법)

  • Jang, Swung-Hwan;Park, Hyo-Jin;Cho, Kyu-Seong;Moon, Byung-Kwon
    • Journal of the Korean earth science society
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    • v.32 no.1
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    • pp.73-83
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    • 2011
  • A new method was developed to better understand the principle of Coriolis force. We also investigated the understanding of 5 10th grade students and analyzed their responses. Since no clear explanation about the nature of a rotating disk is provided in school textbooks, it tends to be misunderstood as the earth surface revolving on its axis pointing to the North Pole. This study was carried out focusing on the fact that a rotating disk is the tangential plane at arbitrary latitude. Results showed that there are changes in students' conceptions on the principle of Coriolis force with a new understanding of the rotating disk. In conclusion, a new method used in this study helped students better understand the link between Coriolis force and rotating disk. The method would be helpful to clarify the principle of Coriolis force in school science.

A Comparative Analysis of the Linguistic Features of Texts used in the unit of Volcano and Earthquake in Korean Elementary and Secondary School Science Textbooks (초.중등 과학 교과서 화산과 지진 관련 단원 글의 언어 구조 비교 분석)

  • Shin, Myung-Hwan;Maeng, Seung-Ho;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • v.31 no.1
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    • pp.36-50
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    • 2010
  • The purpose of this study is to investigate the aspect of variation of the texts in elementary and secondary school science textbooks at each grade level in terms of linguistic features. Data included some of the written texts related to 'Volcano and Earthquake' in Korean elementary and secondary school science textbooks in the seventh National Curriculum. The written texts were comparatively analyzed in terms of textual meaning, interpersonal meaning, and ideational meaning. Results revealed that there were different structures and linguistic features of the texts in school science textbooks depending on the grade level. Therefore, we argue that the differences in this study may make students feel difficult and strange when they read and understand science textbooks. We suggest that science teachers need to play the role of a mediator between students' understanding and the structural features of the scientific language in science learning.

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.

Analysis of Oceanic Current Maps of the East Sea in the Secondary School Science Textbooks (중등 과학 교과서의 동해 해류도 분석)

  • Park, Kyung-Ae;Park, Ji-Eun;Seo, Kang-Sun;Choi, Byoung-Ju;Byun, Do-Seong
    • Journal of the Korean earth science society
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    • v.32 no.7
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    • pp.832-859
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    • 2011
  • The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, to suggest how to produce a unified oceanic current map of the East Sea for the students. Twenty-seven textbooks based on the 7th National Curriculum were analyzed and quantitatively investigated on the characteristics of the current maps by comparing with both the previous literature and up-to-date scientific knowledge. All the maps in the textbooks with different mappings were converted to digitalized image data with Mercator mapping using geolocation information. Detailed analysis were performed to investigate the patterns of the Tsushima Warm Current (TWC) in the Korea Strait, to examine how closely the nearshore branch of the TWC flows along the Japanese coast, to scrutinize the features of the offshore branch of the TWC south of the subpolar front in the East Sea, to quantitatively investigate the northern range of the northward-propagating East Korea Warm Current and its latitude turning to the east, and lastly to examine the outflow of the TWC near the Tsugaru Strait and the Soya Strait. In addition, the origins, southern limits, and distances from the coast of the Liman Current and the North Korea Cold Current were analyzed. Other erroneous expressions of the currents in the textbooks were presented. These analyses revealed the problems in the present current maps of the textbooks, which might lead the students to misconception. This study also addressed a necessity in a bridge between scientists with up-to-date scientific results and educators who needed educational materials.