Abstract

This study analyzed the emergence frequency of the elements that make up materials presented in the textbooks of 3 chemistry chapters in 5 ‘Integrated Science’ textbooks, 9 ‘Chemistry Ⅰ’ textbooks, and 6 ‘Chemistry Ⅱ’ textbooks in the 2015 revised curriculum using periodic table cartogram, which describes as map that accents numerical value of certain theme inside of the boundaries besides exact geographical locations and boundaries. As a result of the analysis, the emergence frequency of oxygen, hydrogen, carbon, and some elements was very seriously high compared to other elements regardless of the textbooks of chemistry section of high school Integrated Science, Chemistry Ⅰ, and Chemistry Ⅱ. As a result of dividing and analyzing the elements in 3 types of textbooks into 11 chapters, the tendency of the bias of the emergence of the elements covered by 8 chapters is similar. The study found that the frequency of the element's appearance was biased to oxygen, hydrogen, carbon, and some elements, regardless of each subject. And eight out of 11 chapters of these textbooks were also showing the same tendency. Only three chapters showed unique appearance of cartogram; one in the Chemistry Ⅰ course and two in the Chemistry Ⅱ course. If the material dealing with the concept of chemistry is limited to only a few elements, students will not have the opportunity to understand the periodicity of the elements or the properties of various elements. Therefore, it is necessary for authors of chemistry textbooks to provide an opportunity for students who learn chemistry to have a wealth of knowledge about various elements by dealing with cases using more various elements in chemistry textbooks.