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KMID : 1059520190630040289
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Journal of the Korean Chemical Society
2019 Volume.63 No. 4 p.289 ~ p.306
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Analysis of Contents related to Models in the Chemistry Textbooks of the 2009 & 2015 Revised Curricula: Focusing on the Electrolysis of Aqueous Solutions
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Kim Ki-Hyang
Chang Ha-Sok
Paik Seoung-Hey
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Abstract
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The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in “the development and use of models”. To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the “development and use of models” in chemistry textbooks developed according to the 2015 revised curriculum.
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KEYWORD
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2015 and 2009 revised curriculum, Chemistry textbooks, Development and use of models, Aqueous electrolysis experiment
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