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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 57, Number 3
JKCSEZ 57(3)
June 20, 2013 

An Analysis of Analogies in the Chemistry Domain of Middle School Science Textbooks Developed under the 2007 Revised National Curriculum

2007 개정 중학교 과학 교과서의 화학 영역에 사용된 비유의 분석
Taehee Noh, Inyoung Ahn, Sukjin Kang*

노태희, 안인영, 강석진*
Analogy, Middle school science textbook, 2007 Revised National Curriculum
In this study, the analogies in the chemistry domain of middle school science textbooks developed under the 2007 revised National Curriculum were analyzed. A total of 235 analogies were found in 27 middle school science textbooks analysed, which means that one analogy per 10 pages was used on average. The number of analogies found in each textbook considerably varied depending on both publishing company and chemistry domain. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, enriched analogies, everyday contexts analogies, student-centered analogies, and analogies with low systematicity were frequently used. On presenting the analogies in the textbooks, the term analogy and description about the limitations of the analogies were rarely mentioned. In comparison with the analogies in the science textbooks developed under the 7th National Curriculum, the frequency of analogies per page was increased. There were positive changes in the aspects of representation, extent of mapping and artificiality. No differences, however, were found in the patterns of the other aspects.
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