교육과정 변화에 따른 ‘이온’개념의 접근 방법 비교 연구

Abstract

The aim of this study is to investigate and analyze the changes in the content of the science and educational curriculum guides as well as textbooks with respect to the concept of 'ions,' which were micro-particles studied in Chemistry as part of the 7th grade 10 science curriculum prior to the 2007 revision, which incorporated it into the grade 8 science curriculum. This, in turn, will allow us to provide basic materials for the second year students in middle school, who need to learn about 'ions.' The explanations for the unit on 'ions' provided by the 7th Science Curriculum Guide and the 2007 Revised Science Curriculum Guide were compared for analysis and the concept of 'ions' described in the Gr. 10 science textbooks used during the 7th Science Curriculum and in the Gr. 8 science textbooks used for the 2007 Revised Science Curriculum. The details used in the analysis include unit composition, learning objectives, motivation method, concept explanation method, emphasized concepts, level of vocabulary, exploration activities, illustrations and questions. The results of the study are as follows: First, comparison between the two curriculum guides shows that the content and the method of approach of the 2007 Revised Science Curriculum for grade 8 students have been changed from that of the 7th Science Curriculum for grade 10. In the 7th Science Curriculum, grade 10 students learned the definitive concept of 'ions' from the phenomena, in which the nature of electrolytes were confirmed, and were presented with scientific theories. On the other hand, according to the 2007 Revised Science Curriculum, grade 8 students are provided with definition of 'ions' based on the concept of electron movement in relation to the atomic structure. Second, there were also differences in the unit composition of the textbooks. More specifically, the amount of the learning material was reduced as the unit was changed from a medium-sized unit of 'Electrolytes and Ions' in grade 10 textbooks of the 7th Science Curriculum to a small-sized unit of 'Composition of Materials' in grade 8 textbooks in the 2007 Revised Science Curriculum. Third, despite the fact that the publication dates of the two textbooks were 9 years apart, the materials used to trigger the students' interests were not significantly different. Fourth, as for the illustrations inserted in the textbooks, some of the illustrations of the atomic structure presented in the grade 8 textbooks of the 2007 Revised Science Curriculum were created with application of the 'octet rule'. 'octet rule' is beyond what is required in the 2007 Revised Science Curriculum for grade 8 students. Fifth, as for the method of explaining the concept of 'ions,' the grade 8 textbook used for the 2007 Revised Science Curriculum attempts to facilitate the students' understanding by using the concept of electron movement and electrostatic attraction and the vocabulary list was reduced compared to the grade 10 textbooks used for the 7th Revised Science Curriculum. Exploration activities have become more activity-centered with a transition from experiment-based activities to hands-on activities. With the changes in the objectives, content and evaluation method in accordance with the curriculum revision, there were also changes in the composition and content of the textbook. There is a need to perform further researches to investigate the actual effectiveness of the new textbook of the revised curriculum in classroom settings and whether it meets the target objective of the curriculum.