An Analysis of Concepts related to Physical and Chemical Change on Middle and High School Science Textbooks
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(4) (2002. 9. 17 ) †. An Analysis of Concepts related to Physical and Chemical Change on Middle and High School Science Textbooks Seoung-Hey Paik* and Sun-Kyoung Kim† Department of Chemistry Education, Korean National University of Education, Chungbuk 363-791, Korea † Kwanju Computer Technology High School, Kwanju 500-803, Korea (Received September 17, 2002). . !"# $ %& ' ( )*+, - . /01 2 3 45 6789:. ( ;. 2< => ?@A5 B 44C ( DE3F:. DE ' , GH IJK/ 45 LMN, IJK/ 4: O5PQ RSTU VW XYZ 4[:. \ ] ^_K/ VW `/55 L9, IJa b b cdK[:. e fghi ( jY k ]?X 1 cl# TmJn ]oR 4:. pP qfr"# 2s3 t^R 4 VWuv, wRO xy] 4:. : , GH, GH, , ABSTRACT. This study examined the types of explanations related to physical change and chemical change in the science textbooks of middle and high school based on the prior study of science teachers' understanding. For this research, the researchers analyzed 44 textbooks of middle school science and high school chemistry. As a result, there were no explanation or property type explanation represented in most of the textbooks related to physical and chemical change concepts. Also, there are few relationship represented between physical change and chemical change, and the examples related to physical change and chemical change were confused. These representations of textbooks can give rise to confusion of understanding of teachers and learners. So, it needs to re-design the explanation types correctly and constantly in science textbooks related to physical change and chemical change. Keywords: Science Textbook, Concept of Physical Change, Concept of Chemical Change, Middle School, High School.
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(65) 2001. 76. >?; @AB; CD; ED; F; @?G; !3H; I; JKL; MN; O; !>P; QR. III; ST"U: 2000. 72.. Journal of the Korean Chemical Society.
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