Incorporating the Concept of Ions into Science Education in Lower Secondary Schools : A Case Study of Introducing this Concept in the Present Curriculum

Abstract

The concept of ions was deleted from the science curriculum in lower secondary schools in the revision of the guidelines for teaching in 1998. One of the main reasons for this deletion was the belief that the ion is a difficult topic for the students of lower secondary schools. However, its deletion has bred many problems in both the science curriculum and in overall scientific literacy. This is because the ion, one of the three substantial particles (atom, molecule, ion), is not taught during the period of compulsory education. We have constructed a teaching program in five parts that includes the concept of ions. Each of these parts has been incorporated separately into the present science curriculum covering the three years of lower secondary school. The first part is the study of atoms and their structure (nucleus and electrons) and ions (charge-carrying atoms). This part was taught to first-year students. From investigation before and after implementing this new teaching practice, we observed the following: 1) Over 85% of the students answered that these studies were easy to understand and enjoyable. 2) There has been a positive shift in the students' responses to questions such as "Are you interested in nature and natural science?" Therefore, it seems that the new program contributed to an improvement in students' perceptions of science.