|
Type |
Poster Presentation |
Area |
Chemistry Education |
Room No. |
Event Hall |
Time |
4월 19일 (목요일) 11:00~12:30 |
Code |
EDU.P-672 |
Subject |
Analysis of representations related to gas property in 7th grade science textbooks developed under the 2015 revised national curriculum |
Authors |
Heojeong Yoon General Science Education, Chuncheon National University of Education, Korea |
Abstract |
Representations are critically important in science. They are used to visualize image, to provide information and explanation, to help describe an idea, and to produce knowledge. Especially, the role of representation is essential in chemistry where mostly dealing the abstract concepts. The aim of the study is to analyse and categorize representations being used in five different 7th grade science textbooks developed under the 2015 revised national curriculum. The selected science topic for the study is properties of gas including diffusion, evaporation, pressure of gas, Boyle’s law, and Charles’ law. Based on previous literature, we developed a two-dimensional analytical framework: abstractness of the referent(macroscopic, microscopic, symbolic, multiple, hybrid, and mixed representation) and the function of representation(descriptive, explanative, relational, indicative, and performative representation). The results are as follows. First, the most frequently used type and function of representation were macroscopic and descriptive representation. While symbolic representation was hardly used. Second, the type and function of representations used in each concepts were similar in any textbook with a slight variation. Third, the type and function of representations varied with concepts. Multiple representations were more frequently presented in diffusion and evaporation, while hybrid representations were often used in pressure of gas than other concepts. Descriptive representations were presented frequently in Boyle’s and Charles’ law. In addition, explanative representations were more frequently presented in pressure of gas. The educational implications related to implementation of representation and suggestions for future research were discussed on the basis of results. |
E-mail |
hjyoon2009@gmail.com |
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