KMID : 1059520120560040518
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Journal of the Korean Chemical Society 2012 Volume.56 No. 4 p.518 ~ p.529
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Analysis of the Level of Cognitive Demands about Concepts of Elements, the Periodic Table, and Atoms on Science 2 Textbooks in Junior High School (I)
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Kang Soon-Hee
Bang Dam-I Kim Sun-Jung
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Abstract
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The purpose of this study is to analyze the cognitive demands level of the description about ¡®element¡¯, ¡®periodic table¡¯, and ¡®atom¡¯ on the ¡®science 2¡¯ textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of ¡®science 2¡¯ textbooks. The cognitive demands level about ¡®elements¡¯ on many textbooks is a late concrete operational stage, because the descriptions of ¡®element¡¯ are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions ¡®element¡¯ are a substance of one kind of atom. The cognitive demands level of ¡®periodic table¡¯ on many textbooks is a late concrete operational stage, because the descriptions about ¡®periodic table¡¯ are the hierarchical classification for the categorizing reality. And the cognitive demands level of ¡®periodic table¡¯ is a early formal operational stage, because the descriptions about ¡®periodic table¡¯ are a collection of ¡®families¡¯ or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of ¡®periodic table¡¯ are a complex classificatory structure linking atomic structure. The cognitive demands level about ¡®atom¡¯ is a early formal operational stage because of the descriptions as ¡°atoms have structure, some atoms are the same, or others are different¡±.
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KEYWORD
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Periodic table, Element, Atom, CAT
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