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The purpose of this study was to find out the problems in the fundamental experiments for measuring chemical reaction rates in the high school science textbooks and to suggest an improved experimental method considering the student's level and laboratory circumstances. For this study, the fundamental experiments for measuring chemical reaction rates presented in 9 high school science textbooks were classified by their experimental method. Along with 5 preliminary teachers, 9 science education teachers in elementary and middle schools participated in the fundamental experiments. Subsequently, an analysis was performed on the problems in the experiments and some improved experiments were devised. As many as 9 preliminary teachers performed the improved experiments. The results of the experiments were put into a comparative analysis. According to the results of this study, the fundamental experiments for measuring chemical reaction rates presented in the high school science textbooks were classified by the methods of syringe measurement and aquatic transposition when the chemical reactions produced gas. By improving the problems of insufficient specification of tools, conditions, and methods of the experiments in the high school science textbooks, the improved experiments facilitated the reproducible measurements of the chemical reaction rates. From this study

Analysis and Improvement of the Fundamental Experiments for Measuring Chemical Reaction Rates in the High School Science Textbooks