Ex) Article Title, Author, Keywords
New Physics: Sae Mulli 2015; 65: 994-1001
Published online October 30, 2015 https://doi.org/10.3938/NPSM.65.994
Copyright © New Physics: Sae Mulli.
Jong Hyeon KANG, Eunjeong YUN, Yunebae PARK*
Department of Physics Education, Kyungpook National University, Daegu 41566, Korea
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.
In this study, the articulation and the difficultness of the physics concepts in both high-school 'science' and middle-school 'science' in the 2009 revised curriculum were analyzed. First, 238 learning contents were extracted from the high-school 'science' curriculum. Among them, 33 physics concepts were identified. The articulation analysis of the physics concepts showed that connected cases were 14, gap cases were 13, and duplication cases were 6. In the textbook, connected cases were 13, gap cases were 16, and duplication cases were 4. Therefore, some problems seem to exist in terms of articulation between middle-school and high-school science. Using a 5-point Likert scale, we measured the difficultness of the 33 physics concepts for students. The physics concepts seemed to be a little bit difficult for the students, and differences in the difficultness among the connected, gap, and duplication cases were noted. Also, the humanity-track students have more difficulty than the science-track students. No significant differences between boys and girls were found.
Keywords: Science curriculum, Articulation, Physics, Middle-school science, High-school science, Curriculum articulation