Analysis of Articulation and Difficultness between the Physics Concepts Presented in High-school ‘Science’ and Middle-school ‘Science’ in the 2009

Analysis of Articulation and Difficultness between the Physics Concepts Presented in High-school ‘Science’ and Middle-school ‘Science’ in the 2009

Revised Curriculum

Jong Hyeon Kang · Eunjeong Yun · Yunebae Park

Department of Physics Education, Kyungpook National University, Daegu 41566, Korea (Received 26 June 2015 : revised 17 August 2015 : accepted 17 August 2015)

In this study, the articulation and the difficultness of the physics concepts in both high-school

‘science’ and middle-school ‘science’ in the 2009 revised curriculum were analyzed. First, 238 learning contents were extracted from the high-school ‘science’ curriculum. Among them, 33 physics concepts were identified. The articulation analysis of the physics concepts showed that connected cases were 14, gap cases were 13, and duplication cases were 6. In the textbook, connected cases were 13, gap cases were 16, and duplication cases were 4. Therefore, some problems seem to exist in terms of articulation between middle-school and high-school science. Using a 5-point Likert scale, we measured the difficultness of the 33 physics concepts for students. The physics concepts seemed to be a little bit difficult for the students, and differences in the difficultness among the connected, gap, and duplication cases were noted. Also, the humanity-track students have more difficulty than the science-track students. No significant differences between boys and girls were found.

PACS numbers: 01.40.-d

Keywords: Science curriculum, Articulation, Physics, Middle-school science, High-school science, Curriculum articulation

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This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

PACS numbers: 01.40.-d

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Table 1. Distribution of gender and track of the surveyed students.

Boys Girls Total

Science track 68 74 142

Humanity track 67 78 145

Total 135 152 287

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Table 2. Physics concepts extracted from high school ‘science’ in 2009 revised curriculum.

Section Physics concepts extracted Curriculum Textbook

I. Origin and evolution

Big bang cosmology well-connected well-connected

of the universe

Elementary particles gap gap

Line spectrum gap gap

II. Solar system

Nuclear fusion of hydrogen gap gap

and the earth

Kepler’s laws gap gap

Formatic of earth’s magnetic field well-connected gap Average kinetic energy of the molecules well-connected well-connected The escape velocity of the planet well-connected well-connected III. Evolution of life

IV. Telecommunications

Physical information of nature well-connected well-connected

and new materials

Analog and digital information well-connected well-connected Wavelength of the laser and recording density gap gap

Various sensors well-connected well-connected

High tech information delivery equipment well-connected well-connected Electromagnetic signal converting sensors well-connected well-connected Digital information storage equipments well-connected well-connected

Image storage equipments duplication duplication

Video display devices duplication gap

Energy band structure of the solid gap gap

The doping of semiconductors gap gap

Characteristics of memory, diode, transistor gap gap

Superconductors and liquid crystals gap gap

V. Human health and

Principles of physical diagnostic equipments gap gap science technology

VI. Energy and

Various types of energy duplication duplication

environment

Energy conservation duplication duplication

Technology to convert energy to light, heat,

well-connected well-connected sound, electricity, and etc

Power generation instruments well-connected well-connected Energy conversion efficiency well-connected well-connected

Perpetual motion machine gap gap

Radioactive energy resources gap gap

Renewable energy duplication duplication

New energy duplication gap

Principles of hybrid technology, solar cell & fuel cell gap gap

Solar collector well-connected well-connected

Total 33

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Well-connected Gaped Duplicated Total

Curriculum 14 13 6 33

Textbooks 13 16 4 33

Table 4. Difficulties of physics concepts by articulation level.

N Average SD

Connected 13 3.29 0.21

Gaped 16 3.43 0.16

Duplicated 4 3.05 0.12

Total 33 3.32 0.22

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SS df MS F Scheffe

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Total 1.554 33

∗∗p<0.01

Table 6. t test results of difficulties by track and gender.

N average SD t p

Humanity track 145 118.83 29.28

3.48^∗∗ 0.001 Science track 142 106.87 29.06

Boys 135 111.13 30.09

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