초록/요약

Objectives In this study, we analyzed questions included in inquiry activities in 5 Chemistry II textbooks under the 2015 revised curriculum in terms of science practices, the types of questions, and levels of questions. Methods The science practice was analyzed using Choi & Lee’s tool(2016). The question type and question level were analyzed using Park & Cha’s tool(2013) and Ye’s tool(2011) modified to fit this study, respectively. Results The results of this study are as follows: First, among 8 science practices included in the inquiry activities of Chemical II textbooks, ‘constructing explanations and designing solutions’ and ‘analyzing and interpreting data’ science practices were many(63.6%) and ‘asking questions defining problems’ and ‘developing and using models’ science practices were few(3.3%). Second, among the types of questions reflected in the inquiry activities, ‘direct information requesting questions’ and ‘focus questions’ were many used(80.7%), which were mainly reflected in ‘analyzing and interpreting data’ and ‘constructing explanations and designing solutions’ science practices. ‘Open questions’ and ‘value questions’ were rarely used(19.2%), which were mainly reflected in ‘obtaining, evaluating, and communicating information’ science practice. Third, the level of questions reflected in the inquiry activities is about the same as the three. ‘Text explicit questions’ and ‘text implicit questions’ were mainly reflected in ‘constructing explanations and designing solutions’ science practice, while ‘script implicit questions’ were mainly reflected in ‘obtaining, evaluating, and communicating information’ science practice. Conclusions Based on these results, we discussed the implications how to organize questions in the inquiry activities