화학Ⅱ 이수가 일반화학 용어 이해정도에 미치는 영향

Abstract

With the introduction of ‘elective?centered curriculums’ to secondary schools in 2002, A wider choice of subjects was offered to students. This also diversified the levels of prior knowledge of chemistry among students who attend the general chemistry class in university, and consequently, caused a problem in the single?level-subject system executed currently in university. Thus, in order to find a solution for the problem, the present study was focused on the degrees of understanding of freshmen chemistry terms performed in Science Education Division at A University in a metropolitan city. For the study, undergraduate students taking general chemistry were divided into groups according to whether to have completed 「Chemistry II」. Then we measured and compared their understanding of chemistry terms in the area of "The Structure of Matters". Research questions are as follows. 1. Are there differences in prior knowledge of chemistry among students taking general chemistry who completed the 7th national curriculum that offers various advanced optional subjects? 2. What effect does students’ prior knowledge of students have on their learning of general chemistry? To answer these questions, first, we analyzed secondary school textbooks and university general chemistry textbook and extracted terms for survey, and second, prepared a questionnaire. Third, we conducted survey twice with the freshmen at the Science Education Division of A University before and after classes on "The Structure of Matters". Fourth, the students’ understanding of terms was measured using the questionnaire, and collected data were classified and analyzed according to whether to have completed 「Chemistry II」 and according to chosen major after the 2nd semester. Data were analyzed using SPSS 12.0 by comparing the mean score of the understanding of terms among the groups. From the results of data analysis conclusions were drawn as follows. First, the completion of 「Chemistry II」 affected students’ understanding of terms and their score of general chemistry. Second, both those who had completed 「Chemistry II」 and those who had not showed an increase in their understanding of terms after they attended classes related to the terms. Third, we divided students whose experiences in learning the terms were identical into those who had chosen chemistry as their major and those who had chosen physics, biology or earth science, and compared the two groups concerning their understanding of terms. In the results, those who had chosen chemistry as their major showed a much larger increase in their understanding of terms than those who had chosen physics, biology or earth science after the lecture of chemistry in the 2nd semester. Specifically, in the group who had learned the corresponding unit and chosen chemistry as their major, the understanding of , which they learned for the first time in the general chemistry class of the 2nd semester, increased, and furthermore, their understanding of , which they had learned before, also increased. However, in the group who had chosen physics, biology or earth science as their major, the understanding of terms did not increase.