Middle School Science Textbooks Research Articles

제7차 교육과정에 의한 중학교 과학 교과서 화학 단원의 STS 교육 내용 분석과 화학 교사들의 STS 교육에 대한 인식 조사

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers` perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers` perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers` perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

Syllable-Based Reading Strategy for Mastery of Scientific Information

This article describes a strategic approach for reading and comprehending scientific information from a middle school science textbook. First, the word-reading skills of children with and without reading difficulties are compared. Second, studies investigating the effectiveness of a syllable-based reading approach on the word-reading skills of middle school children with reading difficulties are reviewed. Finally, the use of a syllable-based approach for reading and comprehending information from a middle school science textbook is described, with specific emphasis on learning words presented within and outside the context of text passages.

Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld

Thinking about macroscopic phenomena in terms of models based on the idea of microscopic particles (i.e., the particulate theory of matter) is one of the important goals for student learning in chemistry around the world. However, previous research suggests that students do not easily understand phenomena from a particle perspective, although such a perspective has many concrete aspects that ought to assist learners of chemistry. More than the textbooks of other countries, Korean chemistry texts tend to include colorful inscriptions. How, we might ask, do such inscriptions help learners of chemistry? The purpose of this study is to investigate the function and structure of chemical inscriptions in middle school science textbooks by drawing on a semiotic framework. We develop the concept of “chemi (stry)-semiotics'' to unveil the work of reading required to understand chemical inscriptions in the way their authors intended them to be understood. The study began with the assumption that different kinds and functions (structure) of inscriptions constitute different “signs” that are available as sense-making resources in the learning process. We show that the difficulty in understanding the particulate nature of matter may result from the different processes of semiosis (interpretation and meaning making) between inscriptions depicting macroscopic and models based on microscopic particles. © 2005 Wiley Periodicals, Inc. Sci Ed 90:173–201, 2006

과학 글쓰기에 나타난 창의적 사고기능의 유형 분석 - 중학교 과학교과서를 중심으로 -

Writing is the process of representing own experience, though, feeling as the meaning of the fixed form or organizing by creating new meanings systematically. Therefore, writing is the thinking process with complex forms and the creative thinking ability requiring thft prohlftm-solving process. This study is to investigate ’what types of the writing activities there are’ and ’how frequent the writing activities are presented’ applying the creative thinking ability in the middle-school science textbooks. We analyze the writing activities in the 24 middle-school science textbooks in the 7th National Curriculum. To study, we used the types of writing activities for improving creativity presented in the writing education as the criterion. Because there are few studies on the science writing in Korea. Based upon the findings of the study, we could find many types of writing activities using creative thinking ability in science textbooks. The writing activities are suggested in D science textbook the most. And also, the writing activities applying originality elements are presented the most of the creative thinking ability. As the specific types of writing, it is frequent to write using ’the things I have known, the things I want to know, the things I became to know’ (the elaborateness) similar to the reports. There are many writings in the domain of earth science. And also, the lower grade the students are, the more writings there are.

제7차의 탐구요소들에 의한 중학교 과학 3교과서의 탐구 영역 분석 - 화학 분야에 대하여 -

이 연구는 9학년 과학교과서의 화학분야 탐구영역(탐구과정, 탐구활동)을 제7차 과학교육과정에서 제시한 탐구요소들에 근거하여, 교과서별, 단원별로 분석하였다. 연구의 목적은 제7차 과학교육과정에 제시된 탐구요소들이 중학교 최고학년인 9학년 과학교과서의 탐구영역에 반영된 정도를 알아보고, 다양한 탐구학습을 위한 교육적 시사점을 찾고자 하는데 있다. 9학년 과학교과서의 탐구영역에 대한 전체적인 탐구요소들의 분석에서, 기초탐구요소들은 분류를 제외하고는 제7차 중학교 과학교과서들에 비교적 잘 반영되어 있으나, 통합탐구요소들은 자료해석이 거의 절반을 차지하였다. 이와 같은 현상은 탐구과정과 탐구활동의 분석에서 유사하게 나타났다. 특히, 제7차 과학교육과정의 탐구활동유형으로 신설된 과제연구와 견학은 거의 반영되어 있지 않았다. 제7차 과학교육과정은 과학과의 교수방법 해설에서, 9학년을 탐구의 수준에서 고학년 과정으로 구분하고 있으나, 통합탐구요소들과 탐구활동의 유형들은 다양하게 반영되어 있지 못하다. 그러므로 9학년의 탐구학습은 본 연구의 자료를 바탕으로 탐구영역을 재구성하여 다양하게 운영하는 것이 바람직하다. 앞으로 통합탐구요소들과 탐구활동유형들이 9학년의 탐구영역에 활용되는 정도와 비율에 관한 연구가 계속되어야겠다. This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

An Analysis of Inquiry Activities in the Middle School Science Textbook 3(Chemistry Part) Based on the 7th Curriculum

An Analysis of Inquiry Activities in the Middle School Science Textbook 3(Chemistry Part) Based on the 7th Curriculum

제7차 중학교 과학 교과서의 탐구 영역 비교 분석 -7학년과 8학년의 화학 분야를 중심으로-

제7차 중학교 과학 교과서의 탐구 영역 비교 분석 -7학년과 8학년의 화학 분야를 중심으로-

Project 2061 analyses of middle‐school science textbooks: A response to holliday

Project 2061 analyses of middle‐school science textbooks: A response to holliday

An analysis of inquiry activities in the middle school science textbook (chemistry Part) based on the 7th Curriculum

An analysis of inquiry activities in the middle school science textbook (chemistry Part) based on the 7th Curriculum

Writing Good Middle-School Science Textbooks

Make middle and high school science textbooks short, and make every word tell. It is the mental stretching involved in grasping the content of meaningful words that educates. Hollow words paralyze young minds. There is no need to disguise or cutify the strangeness of nature.

The Questioning Level of Select Middle School Science Textbooks

School Science and MathematicsVolume 92, Issue 2 p. 74-79 The Questioning Level of Select Middle School Science Textbooks Edward L. Pizzini, Edward L. Pizzini Science Education Center The University of Iowa Iowa City, Iowa 52242Search for more papers by this authorDaniel P. Shepardson, Daniel P. Shepardson Department of Curriculum and Instruction Purdue University West Lafayette, Indiana 47907Search for more papers by this authorSandra K. Abell, Sandra K. Abell Department of Curriculum and Instruction Purdue University West Lafayette, Indiana 47907Search for more papers by this author Edward L. Pizzini, Edward L. Pizzini Science Education Center The University of Iowa Iowa City, Iowa 52242Search for more papers by this authorDaniel P. Shepardson, Daniel P. Shepardson Department of Curriculum and Instruction Purdue University West Lafayette, Indiana 47907Search for more papers by this authorSandra K. Abell, Sandra K. Abell Department of Curriculum and Instruction Purdue University West Lafayette, Indiana 47907Search for more papers by this author First published: February 1992 https://doi.org/10.1111/j.1949-8594.1992.tb12145.xCitations: 15AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume92, Issue2February 1992Pages 74-79 RelatedInformation

Textbook Portrayals of Science and Technology Issues in a Television Age

This article examines the role of middle-school science textbooks in dealing with sensitive social and scientific issues. Education specialists compared the ten most widely used sixth- and seventh-grade textbooks to determine the amount and depth of content presented on five major global issues, including the issue of nuclear weapons. Differences between grade levels were also explored. Implications stemming from the content analysis are discussed within the context of a television culture.

Students' Misconceptions Interfere with Science Learning: Case Studies of Fifth-Grade Students

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes