ÚÏ>& L 3j
9
0
0
전체 글
(2) ~ Îv 7B æ~ L 3j 468«j &çb GALT »² j Ï~ Ò~& . \ Öö ~~, B7N LG;ö ~ zII LB 5«ö BB Bv Bvj J«~º ÚÏ>&ö £ *O N& ®î . Ò zII LBö BB Bv~ ÚÏ>&f &¦ª ;' ·V >&j º \~&, ö\ ÿ~ ÚÏ>&f \Ú' ·V >&¦8 ;' ·V >&ræ º\~& . L 3 j ~ æ>&j ªC Ö, 74.6%~ ;' ·V >&ö ê~&b¾, 20.5%~ f êV >&ö, ¾^æ 4.9%~ f \Ú' ·V >&ö ®î . æ B7N LG;ö ~ zII LBö BB Bv~ ÚÏ>&f ~ æ>& ¸f Þîb¾, ö\ ÿ ~ ÚÏ>&f ~ æ>& jÝ Þî . *ç z LÒ f B7N LG;ö ~ z II LBö BB Bv~ ÚϾ ÚÏ>&f B6N LG;ö ~ zII LBf ~ jÝ~æ ò Bvj J«~º ÚB& £* ¢rb, ö\ ÿ BB ¶ò ôj · L>-Û & Ë ©¢ '~& . V¢B zII LB~ ö\ ÿj L>-Ûö '.® Ï > ®º On ~ æ>&j J · L>-Û O» îN>Ú¢ © . *Ú: B7N LG;, zII LB, æ>& ABSTRACT. The purpose of this study was to find out whether high school chemistry II textbooks standardized by the 7th national education curriculum had been organized properly concerning students of cognitive levels, by comparing the contents levels of chemistry II textbooks with students cognitive levels, and also analyzing them. For this study, the contents levels of matter state and solution chapter in chemistry II textbooks were analyzed using CAT (curriculum analysis taxonomy) and the cognitive levels of 468 students at 12th grade who had been selected from 7 areas including big. V96V.
(3) B 7N LG;ö ~ L z. L*~ ÚÏ>& L 3j ~ æ>& jL ªC. 97. cities and small towns were surveyed using short-version GALT (group assessment of logical thinking). The results showed that each chemistry II textbooks by the 7th national education curriculum had a little differences in the scientific concepts presented and in the contents levels that scientific concepts were explained. And the scientific concepts of textbooks were required most formal operational levels, but the content levels of the inquiry activities were required from concrete operational levels to formal operational levels. As a result of the analyzing the cognitive levels of the surveyed 12th grade students, 74.6%, reached the formal operational levels, 20.5%, transitional levels, and 4.9%, concrete operational levels. The content levels of scientific concepts in high school chemistry II textbooks by the 7th national education curriculum appeared higher than the cognitive levels of the students, but levels of the inquiry activities were similar to the cognitive levels of the students. Chemistry teachers who were asked about chemistry II textbooks by the 7th national education curriculum answered that they thought the contents and contents level of the chemistry II textbooks were similar to those of the 6th national education curriculum. But they thought that the way to explain scientific concepts in the chemistry II textbooks by the 7th national education curriculum was different from the chemistry II textbooks by the 6th national education curriculum and various instruction activities would be possible because inquiry activities were various and plenty of learning materials were presented. Consequently, the way to make the best use of inquiry activities properly for teaching and various teaching and learning methods to be suitable for the students’ cognitive levels are required. Keywords: 7th National Education Curriculum, Chemistry II Textbooks, Cognitive Levels. * V *& Ò²öB "~ B >&f ¾¢~ & ãçKj &æ ò¢ Ö 7º~ . Zãç & 21^V¢ rÚ. c~' Ó²jj GW~V *Bº Ú zB "vG jº~, " vG ÚæV *Bº Û¶~ f ' W 5 ËKj J~ ÞWB vG";" Ëÿ' Û¶, Ò · v>-Û O»j Ï~ Û¶~ >&ö ² v"ÚÏj ÒW > ®º v Ò& B '.~² z¢ Ú¢ . "vGj Û~ W~¶ ~º " Û Ú Ïö
(4) Ò "B¾ Bv j " Û "B¢ ~º, ' GöB Û¶~ æ>&ö ºÚ '. " Û "B¢ F;~ 'Ï* ¢ ÎN' " Û Úî > ® . ö , Û¶~ æ>&ö º '. " v>-Û Úî r, Ú zB "vG F > ® º © . V¢B Û "Bö & v>-Û Úæ V *ö > Û¶~ æ>&" Û "B~ > & '.æö & ªC F¯>Ú¢ . "" vG "; f v vG *ËöB *>º " vG~ ÏR ÚÏ" O», ï&ö & Û' 5 ¢>' V&bB, ¢ :ûb v"B& 1. 2. 2005, Vol. 49, No. 1. W>, v"Bº v *ËöB &Ë 7º v>Û ÿ~ ^¶ò& B . v vG~ Ï'f ¢ >'b vG";j Û~ ¯>, vG"; Úá² ç>Ú Úê'b ö² *> ² ~º&~ ^Bº Û r ÒÏ~º v "B ªCj Û 2k > ® . B ÖÒ¾¢ ~ " Û "Bº " v"B¢ Û B >, " vÒ~ 90%& >ë ÚÏj v"Bö ~ ~ ®æò, v"B~ ÚÏ>& Û *ËöB vÒ &~V ÚJÞ öò jî¢ Û~ºê ôf ÚJæ ® . ÖÒ¾¢~ vG";f &~ æz¢ >'~ 1945j¦V 6Nf~ B; ®î, *Ò 'Ï> ®º B7N vG";f Ú¶ vG"; ê ôf æ z& ®î~ vG"; . ¯, Û¶~ f 'W, ËKj 7~º vG";~ BBj V OËb ~, ¢ W~V * v"~ ßW 5 v/~ ê¢ J~ ê; >&ê vG";, z Ï ; vG";, "Ï F; vG"; j Ú'~ê ~ ®b, v Òï *j & {&~ ' v " vG";j W~& . B7N "" vG";f z Ï; vG";b, V vG";j Û êö Û¶~ ËK¾ 'Wö V¢B z Û ¾ Ï Ûj ~ê Jê>î . $, 21^V~ 3. 4. 5.
(5) Ç>*Á;%BÁBÿêÁBf?Á;]. 98. ;zf ^êz &ö &j~V * ¶V "ê' &~¢ c > ®º * ·Wö V Oj v , vG"; ÚÏ~ »², v/* êW ®º v G"; BB, vG"; ÚÏ~ B O»" ö>~ 6ê' æz, z Ï; vG"; BB, ¢> F "Ï" z F "Ï vG";~ BB " ?f Ò j 76'b ê~& . Þ, ÖÒ¾¢~ B4N vG";¦V B6N vG";ræ z v" B~ ÚÏ>&" ~ æ>& &ê¢ ªC öB ~ æ>&ö j z v"B ~ ÚÏ>& ¸rj æ'~&, ~ æ> &j J vG"; BB 5 '. ÚÏ>&~ z v"B BBj Bn~& . V¢B öBº î² æzB B7N vG";ö ~ v z II v"B~ ÚÏ>&" ¢ Û ~ æ>&j jv ªC~, B7N vG";ö V v zII v"B& ~ æ>&j J~ '.~² ÞW>îº&¢ rj¶ . Ò *ç z vÒ ¦V B7N vG";ö ~ v zII v"B ÚÏ>&ö & ê rj~ . 2. 6-9. \ O» \ ¶ò. B7N vG";ö ~ v zII v"B ÚÏ~ æºê >&j rjV *~, v 3j ~ æ>&j Ò &ê f «²ê ²Ò~ ¢>ê vöB F;~ ÒÏ v zII v"B 5« j ªC &ç b ~& (Table 1). zII v"B ÚÏ ªCf '~ CSMS (concepts in secondary mathematics and science) * Îö ~ BBB " v" ÚÏ º~º æ>&j ª C > ®º CAT (curriculum analysis taxonomy)~ ^ &æ ªCæ j ÒÏ~& . v"B ªC~ C& 10-14. 15. Wj ¸V *~ zª¢~ v> 2«" zvG * vÒ 5« ÿ ^ ¾¢ Û~ Ϫ ¢~¢ ~& . zII v"B ÚÏ ªCf öI bî~ çf Ï~ ÚÏòj ªC &çb ~& . zII v" B öI~ "º " Bv j ºÂ ê, ºÂB B v º~º "' ÒK >&j CAT ªCæö "~ .V Ú' ·V >&(2A), êV Ú' ·V >&(2B), .V ;' ·V >&(3A), êV ;' ·V >&(3B)b ª~~& . Ò v " ÚÏ ªCæö & Ϫ f ?æ¢ * 6;¶ ;V'b 6 "ö & Æ~¢ ~ &b, 6;~ C&Wj ¸V * 6;¶ '¶ ë ã'b 6;j ê, Ϫ ¢~¢ ö «' 6; "f 6; Ö¢ ~~ BF~& . $ , ~¾~ Bv ÚÏ º²¢ J«~º J« >& ·~² B>îj ãÖöº ''~ ãÖ ¢ Îv 6; Öö B~&b, J« >&ö ^ N& ®j ãÖöº ÚÏ~ *Ú' Lªj 2k~ ÚÏ>&j 6;~& . LBöB º\~º æ >&f CAT ªCæj ÒÏ~, ~ æ>& ¦Òº GALT »² j ÒÏbR æ>& ª~çö N& VæR, CAT ªCæ~ .V \Ú' ·V >&(2A) êV \Ú' ·V >&(2B)f GALT »² öB~ \Ú ' ·V >&bR *"~&, CAT ªCæ~ .V ;' ·V >&(3A) êV ;' ·V >& (3B)f GALT »² öB~ ;' ·V >&bR *"~& . \ ç. L 3j ~ æ>&f B Þ, Â, &*, >ö, ¦Â, Ó",
(6)  æ~ ¢>ê LöB ª~R 3j 2/O F;~ C 468 «~ j &çbR Ò~& . BÞ, Â, &* æö *~ Lº &ê LR ª~ ~&, >ö, ¦Â, Ó",
(7) Â æö *~ . Table 1. High school chemistry II textbooks by the 7th national education curriculum Textbook A B C D E. Publisher Keumsung Daehan Joongang Cheonjae Cheongmoongak. Authors Seojungssang et al. Leedukhwan et al. Woogyuhwan et al. Kimheejun et al. Yeosudong et al.. Year of publication 2003 2003 2003 2003 2003 Journal of the Korean Chemical Society.
(8) B 7N LG;ö ~ L z. L*~ ÚÏ>& L 3j ~ æ>& jL ª+. Lº 7²ê LR ª~~& . æ>& ¦Òº 2003j 5úö L LÒ ö ~ >îb, ¦Ò ê\º 12^bR \WB GALT »² (shortversion group assessment of logical thinking)j ÖÒö R ® © j ÒÏ~& . ¦Ò~ ²º *f 50 ªj öbR ~& . æ>& ¦Ò~ j6f ; F¢ aº 1®öB 10® ^ræº F& Îv f ãÖ¢ ;bR ¾Ò~&, &Ë j º 11® 12® ^f Îv f ãÖöò ;bR ¾Ò~& . Ò *Ú f ;>& 4 B ~ \Ú' ·V >&, 5BöB 7B êV >&, 8B ç ;' ·V >&bR \ ª~& . B7N LG;ö ~ zII LB~ ÚÏ B 6N LG;~ zII LB~ ÚÏ~ Nö & *ç z LÒ ~ Òº æ>& ¦Ò¢. L z LÒ j &çbR 2003 j 5úö ~& . Ò&ç *ç z LÒ f B6N LG;~ zII LB¢ ÒÏ~ >ëj ®b, B7N LG;ö ~ zII LB¢ ÒÏ ~ jçf >ëj ~æ p~b¾ zII LB F ;ö zII LB¢ ^&~² ÚÚ 6«î . Ò ÚÏ B7N LG;ö ~ zII LBf 16. 99. B6N LG;~ zII LB ÚÏ>& jLº J ^æf j Ï~ Ò~& .. \ Ö # ¢~ B7N LG;ö ~ zII LB~ ÚÏ>& L 3j ~ æ>& jL, Ò *ç z LÒ ~ B7N LG;ö ~ zII L B~ ÚÏ>&ö & j Ò \ Ö 5 ¢~º r ? . *7N LG;ö ~ L zII L*~ ÚÏ>&. B7N vG";ö ~ zII v"B 5« ~ bî~ çf Ï ö~ ÚÏ>&j ªC Ö "& Table 2ö ¾æ¾ ® . ÚÏ>&f v"B~ " Bvòj &æ 6; © jî¢ " Bvj rÚÚVræ~ ö ÿ ÚÏ" " Bv~ Ú Ï º²¢ '' ªC ê, ^¦' 6;" +*' 6 ;j Û ÚÏ>&j Ö;~& . zII v"Bö BB ö ÿ ÚÏf &¦ª jÝ~&b¾, v"Bî " Bv~ ÚÏ º²¢ B~º O»¾ J«~º >&~ NR ÚÏ> &~ N& ¾æÒ . Ò " Bv~ ÚÏ º ²¢ ô B v"Bê ®î .. 10-14. Table 2. Contents cognitive levels of high school chemistry II textbooks Textbooks. Concepts The mole Pressure of gases Volume and pressure of gases Temperature and volume of gases The ideal gases and the real gases Gaseous diffusion Mixtures of gases Liquid Solid Phase equilibrium Solution Solubility of solids Solubility of gases Concentration of solution Colligative properties of solution Colloidal solution 2005, Vol. 49, No. 1. A Element Inquiry of activities contents 3A 3A 3A 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3A 3B 2A,3A 3A 3A,3B 2B 3B 3B 3A,3B 3B 3B 2B,3B 3A -. B Element of contents 3A 3A,3B 3B 3B 3B 3B 3A,3B 3B 3A 3B 3B 3A 3B -. Inquiry activities 3A 3B 3B 3B 3B 3B 3B 3A 3A 3A,3B 3A 3A,3B 3B 3B 3B -. C D Element Element Inquiry Inquiry of of activities activities contents contents 3A 2B 3A 3A 3A,3B 3B 3A,3B 3A 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3B 3A 3A 2B,3A 3B 3A 2B 3B 3B 3B 3B 3A 3A 3B 3A 3B 3B 3B 3B 3B 3B 3A 3A 3B 3B 3B 3B 3B 3B 3B 3B 3A 2A. E Element Inquiry of activities contents 3B 3B 2A,3B 3A 3A 3B 3B 3B 3B 3B 3B 3B 3A,3B 3A 3A,3B 3B 3B 3A 3A 3B 3B 3A,3B 3B 3A 3B 3B 2B,3A,3B 3A 3A.
(9) Ç>*Á;%BÁBÿêÁBf?Á;]. 100. zII v"B~ ÚÏ>&j " Bv~ ÚÏ º ²f ö ÿbR ¾*Ú ÚÚ Ö", " Bv ~ ÚÏ º²¢ J«~º ãÖöº ¢>zB Bv. R¦V Ú' *ç j J« &º ";bR v " ÚÏ VF>Ú ®î, > *"R &êj ¾ ~B " Bvö & J« >Ú ®ÚB êV ;' ·V >&(3B)~ Ò¢ º~º ÚÏ ô~ . ¾ ö ÿ~ ãÖöº "æ *ç~ & V¾ Ò, ¶òC, * þ ÿ j Û Wj djÚ, " Bvj ¶Ê#² Fê Úº ";b W>Ú ®ÚB, &¦ª~ ÚÏ>& Ú' ·V >&(2A, 2B)¦V ;' ·V >&(3A, 3B)ræ~ Ò¢ º~ ®î . *5N, *6N, *7N LG;ö ~ zII L *~ ÚÏ >& jL ª+. B5N vG";" B6N vG";~ zII v"B~ ÚÏ>&j ªC F¯ Ö" " B7N vG";ö ~ zII v" B~ ÚÏ>&j ªC Û' Ö"¢ ' . öB Û'b / " Bv ö &~ jv © Table 3ö ¾æ¾ ® . Table 3öB B5N vG";" B6N vG";~ z II v"B~ ÚÏ>&" B7N vG";ö ~ z II v"B~ ÚÏ>&j jv , B7N vG" ;ö ~ v"B ÚÏ>& B6N vG";~ v" 6-8. B~ ÚÏ>&. ² Ôb¾, B5N vG";~ z II v"B~ ÚÏ>&" jÝ~ . B7N vG"; ö ~ zII v"B~ ÚÏ>& B6N vG"; ~ zII v"B~ ÚÏ>&. ² Ôjê ©f, B7N vG";ö ~ zII v"Bö BB ö ÿ~ ÚÏ>& Table 2öB ÚÚ :f ? Ú' ·V >&¦V ;' ·V >&ræ º ~ ®V r^ . ¾ zII v"Bö BB " Bv~ ÚÏ º²¢ J«~º >&j jv Ö"ö ~~, B7N vG";ö ~ zII v"B ö BB " Bvf B6N vG";~ zII v" BöBê B>Ú ®îº, VÚ~ ¦bf {K, V Ú~ ¦bf Nê, çVÚf BVÚ, VÚ~ {Ö, bVÚ, çï;ö &NB Bv j J«~º ÚÏ >&f ~ jÝ~&b¾, Ú, Ï, Ú~ Ï ê, cf Ï~ Wî j J«~º ÚÏ>&f. ² Ôjr . L 3j ~ æ>&. ¢>ê v 3j ~ æ>&b ;' ·V >& ö ê ®º f 74.6%, "êV >&ö ®º f 20.5%, Ú' ·V >&ö ®º . f 4.9% Ò>î (Table 4). Ò æê v 3j ~ æ>& ª
(10) & Fig. 1ö ¾æ¾ ® .. Table 3. A comparative analysis of contents cognitive levels required by chemistry II textbooks by the 5th, 6th, and 7th national education curriculum Textbooks Concepts The mole Pressure of gases Volume and pressure of gases Temperature and volume of gases The ideal gases and the real gases Gaseous diffusion Mixtures of gases Liquid Solid Phase equilibrium Solution Solubility of solids Solubility of gases Concentration of solution Colligative properties of solution Colloidal solution. The 5th curriculum. The 6th curriculum. The 7th curriculum. 2B, 3B 3B 3B 3A, 3B 3B 2A, 3A, 3B 2A, 3A 3A, 3B 3B -. 3A 3A 3B 3B 3B 3B 3B 3B 3A 3B 3A 3B 3A 3A 3B 3A. 2B, 3A, 3B 2A, 3A, 3B 3A, 3B 3B 3B 3B 3B 2B, 3A, 3B 2B, 3A, 3B 3A, 3B 2A, 3A 2B, 3A, 3B 3A, 3B 3A, 3B 2B, 3A, 3B 2A, 3A Journal of the Korean Chemical Society.
(11) B 7N LG;ö ~ L z. LB~ ÚÏ>& L 3j ~ æ>& jL ªC. 101. Table 4. Cognitive levels of 12th grade students Cognitive levels The number of students Distribution ratio (%). Concrete operational levels 23 4.9. Transitional levels 96 20.5. Formal operational levels 349 74.6. Ò F;ê ;W ;êö & \ Öº Table 5f ? . Table 5öB r > ®, ¢Ò~ ;W 74.1% &Ë ¸~b, {¢Ò, ¢Ò, æÛ B¢Ò, jf¢Ò~ ;Wf '' 70.7%, 67.1%, 66.7%, 61.5%î, ç¢Ò& 12.0% &Ë Ô~ . ç ¢Ò~ ;W &Ë Ôf ©f GALTöB ç¢ Ò Öê& 0.37 jL' Ôj ;{ G; >æ p~j >ê ® º \ Ö f ç¢Ò& æ ÛB¢Òf jf¢Ò~ ö ~Bò &Ë~V r ^¢º \ Ö J«>Ú î > ® . Table 5öB ¢Ò F;ê ;W ;ê¢ jL , ç¢Ò~ ;W &Ë Ô, rbº jf ¢Òf æÛB¢Ò~ ;W Ô . \ Ö ç¢Ò~ ;W jf¢Ò¾ æÛB¢Ò ~ ;W N ®j ©¢ $B . Ò B7 N LG;ö ~ zII LBöBº þ ÿ j Û ö Ö¢ .ç~¾, ¶ò Cj Û Bvj Fº~ê >Ú ®Ú, ¢Òö j ç¢Ò& ô º\B . V¢B ç¢Ò¢
(12) Ò ¢Ò j ;W > ®ê ~º L>-Û O» Îï>Ú¢ © . ¢>ê L 3j ¢Ò' Ò¢ ~ º jº 6&æ Ò¢Ò~ F;ê çê& Table 6ö ¾æ¾ ® . Table 6öB r > ®, ' Ò¢Ò*~ ç êº 0.079~0.306 Òö ª
(13) ~& . ' Ò¢Ò* ~ çê& Ûê'b F~ æ rj Ö, &¦ª p < 0.05 >&öBº F~ ~² ¾æÒ . 7 ç¢Òº Ò¢Òö j~ ç&'b Ôf çê¢ º, º ç¢Ò~ ;W 12.0% Ò¢Ò~ ;Wö jB Ö 18. 19. Fig. 1. Cognitive levels distribution of 12th grade students by areas.. Fig. 1öB r > ®, L 3j ~ æ>& ª
(14) º æêR £*O~ N¢ ® . ß®, BÞ(Se), Â(In), &*(Dae), >ö(Su) æ ö *~ L 3j ~ ãÖöº 76.9% ç~ ;' ·V >&ö ê~&b¾, ¦Â(Bu), Ó"(Ch),
(15) Â(Po) æö *~ L 3j f '' 67.1%, 69.0%, 64.5%~ ò ;' ·V >&ö ê ®î . \ Öº æê &;~ã¾ ¦Î~ V& >&, & ;~ Ò² 5 ãB' æ*, Û ËK, Û ÿV, L ~ã ~ N r^ ©b 'B . $, ©f Û¶~ æ' º, Ò' º, &;~ã Û ~ã º ' ÒK~ Bö 'Ëj * > ® º \ Ö f ¾ ¢~~º © . æ L *ËöB >ëj ~º LÒº >ë *ö ~ æ>&j ¦ÒB ~ æ>&ö º '. L>-Û O»j îN¢ © . L 3j ~ ¢Ò F;ê ;9 ;ê 5 çê. Ò &ç L 3j ~ ¢ 17. Table 5. The formation ratio by students’ logic types Reasoning Conservational Formation ratio reasoning Formation 67.1 (314) Transient 28.4 (133) None 4.5 (21) 2005, Vol. 49, No. 1. Proportional reasoning 61.5 (288) 29.9 (140) 8.5 (40). unit: % (persons) Controlling reasoning 66.7 (312) 24.8 (116) 8.5 (40). Probabilistic reasoning 70.7 (331) 19.4 (91) 9.8 (46). Correlational reasoning 12.0 (56) 29.9 (140) 58.1 (272). Combinatorial reasoning 74.1 (347) 22.0 (103) 3.8 (18).
(16) Ç>*Á;%BÁBÿêÁBf?Á;]. 102. Table 6. Correlationship between logic types Reasoning Conservational Proportional reasoning Controlling Probabilistic Correlational Combinatorial. Conservational 1.000 0.306* 0.103* 0.242* 0.109* 0.183*. Proportional reasoning 1.000 0.179* 0.225* 0.215* 0.146*. Controlling Probabilistic Correlational Combinatorial. 1.000 0.193* 0.098* 0.166*. 1.000 0.128* 0.156*. 1.000 0.079. 1.000. *p < 0.05.. ÔV r^ ©b 'B . Ò æ' B > & ëWêö & F¯\ Ö ö V, ~ ¾~ Ò¢Ò& ;W>Ú ®º f Ò ¢Òê ;W>Ú ®j &ËW ¸b¾, ~¾~ Ò ¢Ò& jç ;W>Ú ®æ pf f Ò ¢Òê ;W>Ú ®æ pj &ËW ¸ . \ öB ' Ò¢Ò *ö &Ú'b F~ ç ê& ® > ®bæ, ~¾~ Ò¢Ò& ; W>Ú ®æ pf f Ò¢Òê ; W>Ú ®æ pj &ËW ¸f © . zII L* ÚÏ>& L 3j . ~ æ>& jL. B7N LG;ö ~ zII L B~ ÚÏ>&f Table 2öB ÚÚ :f ? ê V ;' ·V >&(3B)~ Ò¢ º\~º ÚÏ. ô~ . ¾ L 3j ~ æ >& ª
(17) º ;' ·V >& 74.6%, êV > & 20.5%, \Ú' ·V >& 4.9%, ÒB ~ 25% ;ê& êV¾ \Ú' ·V >&î . æ ;' ·Vö ê~æ á 25% ;ê~ f zII LB~ ÚÏ º² ¢ ~º ÚJæj ¶ª > ®j ©¢ ' B . >ö, ö\ ÿ~ ÚÏf \Ú' ·V > &¦V ;' ·V >&ræ~ ÒKj º\~ º ÚÏb \W>Ú ®bæ, L 3j Bv~ ÚÏ º²¢ ~º © º ö\ ÿ~ ÚÏj ~º © ¦ z Þ © ¢ 'B . V¢B zII LBö B>Ú ®º ö\ ÿj Û Bvj Fê~º O~ >ë L 3j Bvj ~º Î'¢ ©¢ 'B . *7N LG;ö ~ zII L*~ ÚÏ>& ö z LÒ ~ . *ç z LÒ f B 5. N LG;ö ~ zII LB~ Bv>& ÚÏ>& B6N LG;~ zII LBö j B ² Ôjr '~&b¾, LBö B B Bv~ ÚÏf ~ jÝ~ ~& . Ò zII LBöB Bvj J«~º ÚB ö &Bº, B7N LG;ö ~ zII LB& ö\ ÿ¾ ¶ò Cj Û Bvj Fê~ º O»j ô ÒÏ~ ®b, NB ¶ ò j ô B~ ®, â ¶òê ôj · O»b Bv~ J« Ú î > ®. ~& . Þ, B7N LG;ö ~ zII L B~ ªïö &Bº, B6N LG;~ zII L Bö j &æ Bv »²>Ú *Ú Ú Ïçbº ªï *Ú îb¾, · ö\ ÿ.
(18) >Ú B ªïf ô *Ú æ p~¾ jÝ © ? w~& . Ò b B7N LG;ö ~ zII LB¢ ÒÏ~ >ëj ~ º ãÖöº, â ¶òf ö\ ÿ ô B> Ú ®, ÚÏ>& ô ò^B · >ë ÿ Úî > ®j ©¢ '~& . >ö, B6N LG;ö ~ zII LBö j BF>æ á ©bº, ÚÏ>&f ² Ô jrb¾ ö >º &, ö\ ÿ~ B º ôb¾ ö\ ÿö ÒÏ L\¾ O»ö & ¶^ nÚ& ¦ ©î . Ò &Ë ^ B6b æ' ©bº, .Z ôf ö\ ÿj B~ ¶V "ê' Ûb Bvj ~º J®J ÚJæ z ®j > ®b, & « >Ë þ ^B~ ÂB >& Ú¶ ;êæ ö & ;& ìÚ, L ÚÏj æê r & ö¢ ÚÏ>&j &Æ~º b¦ ®j © ¢ ~& . 7. Journal of the Korean Chemical Society.
(19) B 7N LG;ö ~ L z. L*~ ÚÏ>& L 3j ~ æ>& jL ª+. ÖV # *Þ B7N LG;ö ~ zII LB~ bî~ ç f Ï ö~ ÚÏ>& ¢>ê L 3j ~ æ>&j jL ªC \ Öö V , zII LB ~ ö\ ÿ ÚÏ f &¦ª j Ý~² B>Ú ®b¾, Bv~ ÚÏ º²º B ~º O»¾ J«~º >&öB N& ¾æÒ. . zII LB~ ÚÏ>&j Bv~ ÚÏ º ²f ö\ ÿbR ¾*Ú ÚÚ Ö, Bv ~ ÚÏ º²¢ J«~º ãÖöº ¢>zB Bv. R¦V \Ú' *ç j J« &º ;bR L B ÚÏ VF>Ú ®, > *"~ êbR Bvj J«bR ;' ·V >&~ Ò ¢ º\~º ÚÏ ô~ . ¾ ö\ ÿ~ ãÖöº "æ *ç~ V¾ Ò, ¶òC, * þ ÿ j Û Wj djÚ, B vj ¶Ê#² Fê Úº ;b \W>Ú ® ÚB, \Ú' ·V >&¦V ;' ·V >&r æ~ 9f Ò¢ º\~ ®î . ¢>ê L 3j ~ æ>&j Ò Ö, 74.6%~ ;' ·V >&ö ê ®b, 20.5%~ f êV >&ö, 4.9%~ f \Ú' ·V >&ö ^b ®î . Ò &ê æö *~ L ~ æ> & 7²ê æö *~ L ~ æ>& ¸f ©b ¾æÒb, ¢Ò F;ê ; W ;êöBº ¢Ò~ ;W 74.1% &Ë ¸ ~, ç¢Ò~ ;W 12.0% &Ë Ô~ . B7N LG;ö ~ zII LB~ ÚÏ>& L 3j ~ æ>&j jL Ö, zII LBö B>Ú ®º Bv~ ÚÏ º ² f &¦ª ;' ·V >&~ Ò¢ º\ ~º j ;' ·V >&ö ê . 74.6%, ;' ·Vö ê~æ á 25% &ï~ zII LB~ Bvj ~º ² ÚJæ ®j ©¢ 'B . ¾ zII LBö B>Ú ®º ö\ ÿ~ ÚÏ >&f \Ú' ·V >&¦V ;' ·V >& ræ º\~ ®bæ L 3j B v ;Wö êæ F ©b 'B . B7N LG;ö ~ zII LBö & *ç 2005, Vol. 49, No. 1. 103. z LÒ ~ j Ò Ö, B7N LG; ö ~ zII LBö BB Bv~ ÚÏf B6N LG;~ zII LBf ~ jÝ~¾, Ú Ï>&f ² Ôjr, Bvj J«~º ÚB öB ö\ ÿj Û NB ¶ò ô B>Ú ®Ú · L>-Û &Ë ©¢ '~& . ¾ ö\ ÿöB ÒÏ L\¾ O »ö & nÚ ¦ ¶V "ê' Û ËK~ Ú Jæ, Ò & « >Ë þ ^B~ ÂB >& ö &Bº ÖJ¢ R«~& . B7N LG;ö ~ zII LB& ö\ ÿ j Û L 3j Û ÚÏö & ~ ¢ <² ~ Bvj ;W > ®ê \WB ©f, B5N, B6N LG;ö ~ zII L B L 3j ~ æ>&j J Ö " > ® . ¾ B7N LG;ö ~ zII LBö BB Bv~ ÚÏ º²º *® L 3j ~ æ>& ¸f Þæ, L ÚÏ~ Ò\W¾ ~ æ>&j J '. LÒ F; · ÚÏ> &~ LB BB jº~, ¾j&Bº . ~ ¢Ò' ÒKj ËçÒ > ®º Onö & \& jº~ ' .. Ï^ò 1. Kang, S.-H.; Park, J.-Y. Chem. Educ. of Kor. Chem. Soc. 1993, 20, 42. 2. Ministry of Education Science Curriculum; Daehan Textbook Publishing: Seoul, Korea, 2000. 3. Park, K.-S.; Jeong, E.-J.; Yang, I.-H.; Park, K.-T. J. Kor. Assoc. Res. Sci. Educ. 2004, 24, 481. 4. Choi, K.-H.; Kim, S.-J. J. Kor. Assoc. Res. Sci. Educ. 1996, 16, 303. 5. Kwon, J.-S.; Choi, B.-S.; Heo, M. J. Kor. Assoc. Res. Sci. Educ. 1987, 7, 53. 6. Park, S.-Y. A Comparative Study between the Cognitive Levels of General High School Students in 2nd Grade of Science Major and the Demanded Cognitive Level of Chemistry ? Textbooks of the 6th Curriculum; M. Ed. Thesis; Ewha Womans University: Seoul, Korea, 1997. 7. Park, J.-Y.; Kang, S.-H. Chem. Educ. of Kor. Chem. Soc. 1996, 23, 335. 8. Park, J.-Y.; Kang, S.-H.; Kim, S.-H.; Kim, I.-J.; Lee, J.H. Chem. Educ. of Kor. Chem. Soc. 1993, 20, 285. 9. Kwon, D.-S.; Kim, Y.-K. Chem. Educ. of Kor. Chem..
(20) 104. Ç>*Á;%BÁBÿêÁBB?Á;]. Soc. 1990, 17, 239. 10. Kim, H.-J.; Yun, K.-B.; Lee, J.-Y.; Hwang, S.-Y.; Lee, B.-Y.; Jeon, W.-Y. High School Chemistry II; Cheonjae Education Publishing: Seoul, Korea, 2003; pp 12-77. 11. Suh, J.-S.; Huh, S.-I.; Kim, C.-B.; Park, J.-W.; Ha, Y.K.; Im, Y.-J.; Bae, B.-I. High School Chemistry II; Keumsung Publishing: Seoul, Korea, 2003; pp 15-91. 12. Yeo, S.-D.; Yeo, W.-J.; Jang, Y.-G.; Lee, G.-Y.; Jo, C.H.; Park, H.-Y.; Yang, D.-K.; Lee, C.-G. High School Chemistry II; Cheongmoongak Publishing: Seoul, Korea, 2003; pp 12-87. 13. Woo, G.-W.; Choi, S.-N.; Oh, D.-W.; Han, Y.-T.; Kim, B.-R.; Kang, B.-J. High School Chemistry II; Joongang Education Development Center Publishing: Seoul, Korea, 2003; pp 12-79.. 14. Lee, D.-W.; Kim, D.-S.; Shim, G.-S.; Jeon, S.-C.; Lee, J.-H.; Shim, J.-S.; Suh, I.-H.; No, K.-J. High School Chemistry II; Daehan Textbooks Publishing: Seoul, Korea, 2003; pp 12-83. 15. Shayer, M.; Adey, P. Towards a Science of Science Teaching; Heinemann Educational Books: London, England, 1981; pp 71-100. 16. Choi, Y.-J.; Lee, W.-S.; Choi, B.-S. J. Kor. Assoc. Res. Sci. Educ. 1985, 5, 1. 17. Kim, Y.-S.; Jeong, W.-H. J. Kor. Assoc. Res. Sci. Educ. 2001, 21, 590. 18. Kang, S.-H.; Park, J.-Y.; Woo, A.-J.; Heo, U.-G. Chem. Educ. of Kor. Chem. Soc. 1996, 23, 267. 19. Moon, H.-M.; Choi, B.-S. Chem. Educ. of Kor. Chem. Soc. 1987, 14, 116.. Journal of the Korean Chemical Society.
(21)
관련 문서
First, the general characteristics of the two groups were analyzed by frequency analysis and correlation analysis, which is technical statistics, and the
The purpose of this study was to analyze the cultural contents of English textbooks (Grade 7) according to the 2009 revised middle school curriculum and
This study analyzed how disability-related contents are included in the reorganized Korean language textbooks in accordance with the 2007 Revised
Third, looking at the sub-factors in terms of textbooks and software by priority, they were in the order of development of textbooks and learning tools
So this study suggests further research on the various forms of tag questions is required and English textbooks should include the practical types of
Thirdly, when the contents of textbooks related with information-related society are classified by the field of activity for learning
Also, If you're a recognized system of various textbooks on science education and to promote the creative approach will need to review the recognition system
This paper aims to compare and analyze the appreciation area in highschool music textbooks and to study on the teaching method.. The Seventh Curriculum and
