• Title, Summary, Keyword: 중등 과학 교과서

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An Analysis of Science Process Skills for K-12 Science Curriculum Articulation : Focused on the Concept of the State and the State Change of Matter (유치원, 초등, 중등 과학 교재의 연계성을 위한 탐구능력 분석 -물질의 상태 및 상태 변화 개념을 중심으로 -)

  • 백성혜;박진옥;박재원;임명혁;고영미;김효남;조부경
    • Journal of Korean Elementary Science Education
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    • v.20 no.1
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    • pp.91-105
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    • 2001
  • This study was to analyze science process skills related to 'state of matter' and 'state change of matter' in the kindergarten, elementary and middle school science textbooks. On the base of articulation, we analyzed science textbooks of the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. The findings indicated that the scientific inquiry abilities of predicting, classifying, hypothesizing and designing investigations are not enough in all grade science textbooks. Also, while young children have measuring ability theoretically, it was represented only in high grade textbooks. We concluded that these were inappropriate from the viewpoint of articulation which is related to scientific inquiry ability.

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중등학교에서의 용해 현상의 지도 실태조사

  • Kang, Dae Hun;Paik, Seoung Hey;Park, Kuk Tae
    • Journal of the Korean Chemical Society
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    • v.44 no.5
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    • pp.460-469
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    • 2000
  • This study was to examine the appropriateness of explanation and science teachers' teaching practices on dissolution in secondary school science textbooks. The result showed that students had difficulty in understanding the process of dissolution as solvation. Because the textbooks referressolution. Eventually, students are expected to have a hard time in forming the right concept of dissolution by the misunderstanding of teachers.

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An Analysis of Textbooks and an Investigation of Science Teacher's Views on 'Boiling Point' and 'Melting Point' (끊는점과 녹는점에 대한 교과서 내용 분석 및 과학교사들의 인식조사)

  • Kim, Seong-Su;Baek, Seong-Hui
    • Journal of the Korean Chemical Society
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    • v.46 no.3
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    • pp.252-264
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    • 2002
  • In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

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.

Comparative Study of Earth Science Curriculum and Textbooks of Secondary School of South Korea and North Korea (남북한 중등학교 지구과학 교육과정 및 교과서 비교 연구)

  • Lee, Yang-Rak
    • Journal of the Korean earth science society
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    • v.21 no.1
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    • pp.1-12
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    • 2000
  • The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.

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Future Tasks and Alternative Teaching-Learning Strategies to Make the Best Use of Home Economics Textbooks in Secondary Schools based on the Newly Revised 2007 Home Economics Curriculum (2007년 개정 교육과정에 기초한 중등 가정과 교과서의 현장 적용을 위한 과제와 대안적 교수-학습 전략)

  • Lee, Soo-Hee
    • Journal of Korean Home Economics Education Association
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    • v.22 no.2
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    • pp.133-153
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    • 2010
  • The purpose of this study is to find out the philosophy embedded in the newly revised 2007 Home Economics curriculum. Furthermore, it analyses the current situation and future tasks of textbooks in view of that philosophy. With this analysis it tries to give alternative teaching-learning strategies for making the best use of the existing textbooks. This study deals with the newly revised 2007 Home Economics curriculum. It also analyses the twelve sorts of textbooks for the first grade students in secondary schools, which are supposed to be based on that curriculum. As a research method this study takes a qualitative approach. As follows are the results of this study. First, in the character and objectives of the curriculum is embedded the critical science perspective of Home Economics curriculum. Second, the current situation and future tasks of the textbooks are analysed with the criteria by Yang, mi-kyung about textbook construction. And we have ascertained the following problems. The current textbooks are not well designed so that teachers have the appropriate orientation, encourage students to nurture the critical thinking abilities, and urge students to employ practical reasoning in the context of society, history and culture. Third, this study proposes five alternative teaching-learning strategies for making the best use of the current textbooks in order to tackle the above-mentioned problems.

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Solubility of a Salt Dissolved in Water in the Presence of Another Salt (두 가지 염이 동시에 물에 녹을 때의 용해도)

  • Park, Jong-Yoon
    • Journal of the Korean Chemical Society
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    • v.53 no.4
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    • pp.453-465
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    • 2009
  • In this study, the descriptions of salt solubility in the textbooks of secondary school and college were reviewed to figure out the reason of low understanding of elementary and secondary school students and teachers about the solubility of a salt in the presence of other ions. The ionic strength dependence of salt solubility was not introduced in the secondary school textbooks and general chemistry textbooks. It appeared in the physical chemistry textbooks as a direct or an indirect explanation. However, most of college senior students who had learned the physical chemistry could not relate the salt solubility with the ionic strength change. The factors might affect salt solubility, such as the ion pair formation and the activity coefficient change by ionic strength, were mentioned and an experimental result was also shown to resolve the questions that college students and teachers might have. Because these explanations are beyond the secondary school level, we need to develope an easier and better explanation suitable for the secondary school students.

Studies of the Concept and Terminology of Heavy Metals Described in the Chemistry I Textbook (화학I 교과서에 나타난 중금속 용어와 개념의 고찰)

  • Moon, Kyung-Ah;Chae, Hee-K.
    • Journal of the Korean Chemical Society
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    • v.51 no.6
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    • pp.560-568
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    • 2007
  • The aim of this study is to investigate the terminology of chemically unclear ‘heavy metals' which were expressed in the Korean secondary science textbook in terms of the definition, the type and the meaning. Initial results showed that six of ‘Chemistry I' textbooks among these texts defined a heavy metal with the density and described it as a metal which is hazardous and continuously accumulated in the human body. Specifically, cadmium, lead and mercury were presented as examples of the hazardous metal in all of the eight textbooks but non-metals such as arsenic and absolutely essential metals including chrome, manganese, iron, cobalt, nickel and copper were also given in the texts. Most of the texts described the hazardousness and toxicity of the metal too simple to understand the mechanism of its intoxication despite considering all of the factors including its oxidation state, residual amount and reactivity with biomolecules of the human body. Such an ambiguous definition and explanation may excluded in the textbook because the chemically undefined chemical vocabulary leads students to cause an alternative conception of the heavy metal, which means that the metal could be identical with toxins.

A Study of Conceptual Change Processes among Pre-Service Science Teachers relating to Conductor and Electrolyte as Electrified Materials (전기가 흐르는 물질로서 도체와 전해질에 대한 예비과학교사들의 개념변화 과정에 대한 연구)

  • Paik, Seoung-Hey;Kim, Kyoung-Eun
    • Journal of The Korean Association For Science Education
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    • v.33 no.6
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    • pp.1103-1118
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    • 2013
  • In this research, we analysed definitions and examples of conductor and electrolysis concept in middle school science textbooks. We also surveyed 9 senior pre-service teachers' understanding of the concept definitions and appropriate examples. From the analysis of the textbooks, we found that the possibility of misunderstanding of learners is high because of the broad definition concept and narrow list of examples. After confirming the differences among pre-service teachers' understanding of the subject through questionnaires and interviews, they also debated for a need to an agreement on scientific concepts. The pre-service teachers recognized the meaning of social constructivism and the need for an agreement process in teaching science concepts.

Analysis of STS Contents in Chemistry Chapters of Middle School Science Textbooks and Chemistry Teachers’ Perception Investigation of STS Education (제7차 교육과정에 의한 중학교 과학 교과서 화학 단원의 STS 교육 내용 분석과 화학 교사들의 STS 교육에 대한 인식 조사)

  • Park, Guk-Tae;Lee, Yu-Ra;Kim, Eun-Suk
    • Journal of the Korean Chemical Society
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    • v.50 no.2
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    • pp.153-162
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    • 2006
  • The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.