KMID : 1059520120560060739
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Journal of the Korean Chemical Society 2012 Volume.56 No. 6 p.739 ~ p.750
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Analysis of the Level of Cognitive Demands about Concepts of Ionic Compounds and Molecule on Science 2 Textbooks in Junior High School (II)
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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 ¡®pure substance and mixture compound¡¯, ¡®ionic compound¡¯, ¡®molecule¡¯ on the ¡®science2¡¯ textbooks by the 2007 revised curriculum. The three types of Curriculum Analysis Taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of ¡®science2¡¯ textbooks. The first, the cognitive demand level about ¡®pure substance and mixture compound¡¯ on many textbooks is a late concrete operational stage because of class inclusion and hierarchical classification. And the descriptions as ¡®pure substance is conserved even when mixed with other pure substance¡¯ is a early formal operational stage. The second, the cognitive demand level about ¡®ionic compound¡¯ and ¡®molecule¡¯ is a early formal operational stage, because of ¡°Formal modeling is the indirect interpretation of reality by deductive comparison from a postulated system with its own rules¡± and ¡°Atoms have a structure¡±. The third, the terms as ¡®ionic bonding¡¯, ¡®ionic compound¡¯, ¡®chemical formula¡¯, ¡®covalent bonding¡¯, ¡®covalent compound¡¯, and ¡®molecular formula¡¯ have been used on many ¡®science2¡¯ textbooks. Those terms would be used later on ¡®chemistry I¡¯ and ¡®chemistry II¡¯ in senior high school but not even ¡®science3¡¯ and ¡®science¡¯.
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KEYWORD
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Pure substance, Mixture compound, Ionic compound, Molecule, Compound
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