• Title/Summary/Keyword: Secondary Science Textbook

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Design and Implementation of Scratch-based Science Learning Environment Using Non-formal Learning Experience

  • Ko, Hye-Kyeong
    • International journal of advanced smart convergence
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    • v.8 no.2
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    • pp.170-182
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    • 2019
  • In this paper, we use scratch to design and develop non-formal learning experiences that are linked with contents of secondary science textbook to educational programs. The goal of this paper is to develop a convenient and interesting program for non-formal learning in a learning environment using various smart device. Theoretical approaches to mobile education, such as smartphones, and smart education support policies continue to lead to various research efforts. Although most of the smart education systems developed for students who have difficulty in academic performance are utilized, they are limited to general students. To solve the problem, the learning environment was implanted by combining the scratch, which is an educational programming that can be easily written. The science education program proposed in this paper shows the result of process of programming using ICT device using scratch programming. In the evaluation stage, we were able to display the creations and evaluate each other, so that we could refine them more by sharing the completed ideas.

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.