search for




 

https://doi.org/10.3938/NPSM.70.342
Analysis of Optics Contents of High School Physics Textbooks for by the 2015 Revised Science Curriculum
New Phys.: Sae Mulli 2020; 70: 342~352
Published online April 29, 2020;  https://doi.org/10.3938/NPSM.70.342
© 2020 New Physics: Sae Mulli.

Bongwoo LEE*

Department of Science Education, Dankook University, Gyeonggi 16890, Korea
Correspondence to: peak@dankook.ac.kr
Received February 25, 2020; Revised March 10, 2020; Accepted March 10, 2020.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study is to analyze the optics contents of high school physics textbooks for the 2015 revised science curriculum. The main results are as follows. First, the optics contents of the physics textbooks were generally described in the order of achievement standards of the curriculum, and the scope and levels of the optics contents varied greatly from textbook to textbook. In particular, many differences were noted in the contents related to interference. Second, the number of inquiries per textbook was 8.0 in Physics I and 5.2 in Physics II, but the compositions of the inquiry activities were not significantly different. Third, the analyses of an image of an object under the water, thin film interference, an image by using a convex lens, interference and diffraction schematics were investigated, and many differences between textbooks and several illustrations with physical errors were found. In addition, based on the results of these analyses, I discuss the implications for textbook development.
PACS numbers: 01.30.mr, 01.40.ek
Keywords: 2015 revised national science curriculum, Physics textbook, Optics contents


May 2020, 70 (5)
  • Scopus
  • CrossMark