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Quantitative Analysis of the Descriptiveness of Content-explanation Sentences in High School Physics Curricula
Kwang Hee Jo ∗
Department of Physics Education, College of Education, Chosun University, Gwangju 501-759 (Received 18 November 2011 : revised 29 November 2011 : accepted 1 December 2011)
This study focused on developing an analytical framework for the descriptiveness of content- explanation sentences in curriculum documents and its application to the high school physics cur- riculum. Through a literature reviews and discussions with experts, an analytical framework was designed. It was compose of six numerical indicators: number of class hours, number of sentences, number of Korean characters, Korean characters per sentence, class hours per sentence and Korean characters per class hour, and it was applied to the 7th, the 2007 revised and the 2009 revised, Korean national curricula for analyzing the curriculum documents of physics I and physics II. On average, the content-explanation part in each curriculum consisted of 34 sentences, 1005.2 Korean characters. The curriculum of physics II tended to be more shortly described than that of physics I. The 2009 revised curriculum had more extensive descriptions than other versions. In addition, educational implications of the results are suggested.
PACS numbers: 01.40.Fk
Keywords: Physics curriculum, Sentence, Descriptiveness, High school physics, Quantitative Analysis
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