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KMID : 1059520200640030175
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Journal of the Korean Chemical Society
2020 Volume.64 No. 3 p.175 ~ p.188
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Analysis of ‘Ignorance’ in Acid-base Models Contents of Chemistry I and Chemistry II Textbooks & Teacher’s Guides in 2009 & 2015 Revised Curriculum
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Lyu Eun-Ju
Paik Seoung-Hey
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Abstract
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The purpose of this study was to analyze chemistry textbooks and teachers’ guidebooks from the perspective of ‘Ignorance’, one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted?Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with ‘Ignorance’ related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher’s guides and six chemistry II textbooks and teacher’s guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher’s guides and three chemistry II textbooks and teacher‘s guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of ‘neutralization reaction’, ‘neutrality’, ‘quantitative relation of neutralization reaction’, ‘degree of ionization’, and ‘ionization constant’. Based on the results of this study, we proposed a way to present ‘Ignorance’ of the models in teachers’ guidebooks that chemistry teachers can understand ‘Ignorance’ of model and teach modeling capabilities for students.
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KEYWORD
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Ignorance, Arrhenius model, Brønsted?Lowry model, 2009 Revised Curriculum, 2015 Revised Curriculum, Chemistry I textbook, Chemistry II textbook, teacher’s guide, modeling capability
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