Analysis of the Level of Cognitive Demands about Concepts of Ionic Compounds and Molecule on Science 2 Textbooks in Junior High School (II)

Journal of the Korean Chemical Society

Soonhee Kang¹  Dami Bang¹  Sun Jung Kim¹ 

关键词: Compound;   

DOI  :  

学科分类：化学（综合）

来源: Korean Chemical Society

【 摘 要 】

The purpose of this study is to analyze the cognitive demands level of the description about ¡®pure substance and mixture compound¡¯, ¡®ionic compound¡¯, ¡®molecule¡¯ on the ¡®science2¡¯ textbooks by the 2007 revised curriculum. The three types of Curriculum Analysis Taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of ¡®science2¡¯ textbooks. The first, the cognitive demand level about ¡®pure substance and mixture compound¡¯ on many textbooks is a late concrete operational stage because of class inclusion and hierarchical classification. And the descriptions as ¡®pure substance is conserved even when mixed with other pure substance¡¯ is a early formal operational stage. The second, the cognitive demand level about ¡®ionic compound¡¯ and ¡®molecule¡¯ is a early formal operational stage, because of ¡°Formal modeling is the indirect interpretation of reality by deductive comparison from a postulated system with its own rules¡± and ¡°Atoms have a structure¡±. The third, the terms as ¡®ionic bonding¡¯, ¡®ionic compound¡¯, ¡®chemical formula¡¯, ¡®covalent bonding¡¯, ¡®covalent compound¡¯, and ¡®molecular formula¡¯ have been used on many ¡®science2¡¯ textbooks. Those terms would be used later on ¡®chemistry I¡¯ and ¡®chemistry II¡¯ in senior high school but not even ¡®science3¡¯ and ¡®science¡¯.

【 授权许可】

Unknown