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KMID : 1059520170610040204
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Journal of the Korean Chemical Society
2017 Volume.61 No. 4 p.204 ~ p.210
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Analysis of Curriculum and Textbooks of Chemistry I and Survey of Chemistry Education Major Teachers’ Conceptions Related to Electron Movement Model and Oxidation Number Change Model
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Kim Ki-Hyang
Paik Seoung-Hey
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Abstract
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In this study, we analyzed the descriptions of the electron movement model and the oxidation number change model presented in the 2009 revised curriculum and textbooks. We also investigated chemistry education major teachers’ conceptions of limitations of each model. The electron movement model and oxidation number change model were presented in the curriculum and the textbooks. However, hybrid model was also presented which fail to grasp the limitation of each model. The hybrid model explains redox reactions of covalent bond compounds by electron movement model or even if it explains redox reactions by oxidation number change model, this explanations have the problem of confusing the virtual electron movement with the actual electron movement. A questionnaire and interviews were conducted to investigate chemistry education major teachers’ perceptions of redox reactions. As results, many teachers did not recognize the limitations of each model and had difficulties to distinguish redox reactions from acid-base reactions because of the hybrid model.
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KEYWORD
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Oxidation-reduction reaction, Chemistry edcuation major teacher, Hybrid model, Chemistry I textbook, Curriculum
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