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KMID : 1059520210650050358
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Journal of the Korean Chemical Society
2021 Volume.65 No. 5 p.358 ~ p.369
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Analysis of Textbooks of Chemistry I, II and Survey of Chemistry Education Major Pre-service Teachers' Perception Related to the Electron Transfer Model
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Ryu Eun-Ju
Jeon Eun-Sun
Paik Seoung-Hey
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Abstract
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In this study, the contents of the electron transfer model presented in the 4 chemistry I and the 4 chemistry II textbooks of 2009 revised curriculum and 9 chemistry I textbooks and 6 chemistry II textbooks of 2015 revised curriculum were analyzed in the viewpoint of model’s Ignorance. In addition, 3 questions were developed to find out whether 24 pre-service teachers were perceived of the Ignorance of the electron transfer model. As a result, Most textbooks explain the redox reaction of covalent bond substances, which is an inconsistent context of the electron transfer model, with mixing oxidation number change and electron transfer or with electron transfer. In addition, the change to the development and use of the model emphasized in the 2015 revised curriculum was not clearly revealed in the curriculum comparison. Most pre-service teachers incompletely perceived or did not perceive Ignorance of the electron transfer model. Only 1 pre-service teacher perceived Ignorance of the model. In conclusion, the textbook description needs to be improved so that Ignorance of the model is revealed when the textbook describes the inconsistent situation of the electron transfer model. And through the education for pre-service teachers, it is necessary to provide an opportunity for pre-service teachers to perceive Ignorance of the electron transfer model.
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KEYWORD
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Ignorance of model, Electron transfer model, 2009 Revised Curriculum, 2015 Revised Curriculum, Chemistry I textbooks, Chemistry II textbooks
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