초등 과학 교과서의 화학 반응에 대한 초등예비교사들의 내용 이해에 관한 연구 : 2015 개정 교육과정 중심으로

Abstract

This study investigated the analysis of chemical reactions in the 2015 revised curriculum science textbook and the questions of six chemical reactions through questionnaires. The results are as follow. The subjects of this study were 54 students in senior who are pre-service elementary teachers. After experiencing all the experiments in elementary science textbooks for one semester, six chemical reactions were selected from the science textbooks. The six research questions were: writing reaction formulas, matching coefficients, mass relationship, state of matter, thermal relationship, kind and types of reaction. I found out the level of understanding through the questionnaire. In writing the chemical reaction formula, the confirmation of the chemical reaction and reason was answered by looking at the basic theoretical knowledge and the phenomenon that appeared. As for the coefficient of the chemical reaction equation, the incorrect answer rate was much higher than the correct answer rate due to the lack of a concept of the balanced equation. As for the mass relation, more than half of them are generally aware of it because of the theoretical knowledge that mass is conserved. But there were many students who recognized that mass could change as the state of matter changes. As for the state of matter, It was difficult to distinguish the states of reactants and products during chemical reactions so about half of the students recognized the state of matter. As for the thermal relationship, most students recognized that energy is involved in a chemical reaction from the theoretical knowledge and the phenomena that appeared. As for the kinds of reacions, most of the students were familiar with them but did not know well about the types of reaction. Therefore, the lack of knowledge about chemical reactions can affect the classes in the future education field, so it is important to acquire knowledge from the college subjects and individual efforts.