• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

• School Mathematics
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• v.18 no.3
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• pp.611-623
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• 2016

This study explored the problems of definitions and choices of terms and notations and proposed a few tasks for improvement of them included , , of high school mathematics based on 2009 revised mathematics curriculum and textbooks. We explored the problems on the features of the methods and contents of definitions of terms and notations in the viewpoint of the possibilities of difficulties on students' understanding, and proposed several criteria for choices of terms and notations in curriculum. And we proposed several tasks to improve the problems as follows: we need to implement much analyses and discussions on terms and notations and to open the results, to make the criteria for the examinations of mathematics textbooks in the viewpoint of therm and notation, to consider the differences of the methods of definitions among primary, middle, and high schools, and to consider the changes of terms and notations and the methods for introduction of them in textbooks.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.589-610
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• 2022

This study aimed to derive pedagogical implications by comparing and analyzing how the concept of pi is taught in 10 different elementary mathematics textbooks, which are scheduled to be applied from 2023. We developed a textbook analysis framework by previous studies on the concept of pi and the teaching of pi, and analyzed in terms of three instructional elements (i.e. inferring conceptsof pi, understanding properties of pi, and applying relationships). We derived the need to emphasize various contexts for estimation of pi, presentation of problem situations that provide motivation to actually measure diameters and circumferences, providing an opportunity to explore the properties of measurement, and an experience the flexibility of selecting an approximate value of pi. Based on the above conclusions and pedagogical implications through the research results., we suggested ways to teach the concept of pi in elementary mathematics and improvement points for developing textbooks focusing on the context of introduction of pi and the use of technological tools.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.47-63
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• 2023

In this study, we analyzed the PCK components in the materials units of the third and fourth grades of the Korean government-authorized teacher's guides for elementary school, developed in the 2015 revised national curriculum. The results showed that the PCK components were presented in a relatively balanced manner compared to the teacher's guides for middle school. Knowledge of the subject matter accounted for the highest proportion, and knowledge of instructional strategies in science accounted for a higher proportion than knowledge of the science curriculum. The knowledge of assessment in science showed the greatest deviation among publishers, and knowledge of students tended to show the lowest. By subcomponents, experiments and inquiries had a higher proportion than concepts and theories. The ratio of horizontal articulation was lower than that of vertical articulation or lesson objectives, and lesson objectives were presented in various ways, such as in core competencies and achievement standards for science. As questioning was emphasized, teaching strategies and questioning appeared at a similar rate. Motivation and interest, misconceptions were linked to teaching strategies and questioning. In some cases, assessment items and assessment criteria were presented at each level, and various PCK components were linked to these two components. Components with relatively large differences among publishers were supplementary or in-depth concepts, inquiry in textbooks, instruction sequence and method, subject-specific strategies, and assessment items. From the results, the implications for the development of teacher's guides were discussed.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.1-12
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• 2012

This paper has analyzed contents of copyright education in Informatics textbook in middle school curriculum and has proposed ways to enhance copyright education. In this paper, we have analyzed Informatics curriculum, authorized textbook, and teacher's guide book for middle school revised in 2007 and have extracted contents and systems of copyright education in Informatics course. We examined studies on the copyright education and analyzed on the basis of interest, understanding, usage, and practice of copyright. As a result, copyright education has turned out to be focused on 2nd level of information society and information technology. We found that copyright education was necessary both directly and indirectly in various parts and levels in that it is an optional subjects. This paper suggests the possibility of copyright education in Informatics curriculum for middle school and the copyright education is expected to be reinforced.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.135-149
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• 2006

This study analyzed the unit of child rearing in four Household textbooks approved by the Department of Education during the 1920s-30s. These Household textbooks is contained a unit related to child rearing among Household textbooks approved by the Department of Education at that time. The results of the analysis are summarized as follows. First, the structure of the child rearing unit in the Household textbooks were largely composed of 'part, chapter and section' and this structure and contents were similar among all the textbooks. Second. in general, the four textbooks spared a large space for 'childcare,' nursing' and 'new-born babies and infants,' suggesting the importance of these contents. Third, cautions for pregnant women were taught to call attention not only of pregnant women but also of their families to importance of pregnancy. Fourth, the child rearing unit contained many illustrations and pictures and some pictures were shared among the textbooks. Firth, in acquiring medical knowledge related to diseases, the textbooks demanded child-rearing mothers to 'observe' and 'scrutinize' any symptoms appearing in the child. These contents were connected with commercial products but far distant from the realities. The detailed method of 'nursing' also required a lot of time and accuracy impractical in real life.

• The Mathematical Education
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• v.39 no.1
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• pp.1-9
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• 2000

Now, mathematics textbook is being developed in accordance with the 7th educational curriculum. It is expected that qualified textbook reflecting 'differentiated education' concept be developed and published. But there are still many limitations of textbook authorization system to develop 'such' textbook. Many authors of textbook have difficulty in developing creative and qualified textbooks in their own way. In this paper, we deal with what the authors should keep in mind and could reflect related on textbook authorization system in developing textbook. For this purpose, focusing on new 'content principle' of mathematics textbook authorization, the paper presented its educational background.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.811-824
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• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.

• Clinical and Experimental Pediatrics
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• v.50 no.4
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• pp.340-347
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• 2007

Purpose : The purpose of this study is to investigate the material in middle school and high school textbooks covering child care and children's health for medically inaccurate content and to make sure that the correct information is given to students. Methods : We have examined 47 kinds of textbooks on the subjects 'Home economics' and 'Technology and home economics' published in 2007 to find out how much importance is placed on children's health and childcare and to search for incorrect definitions, inaccurate facts or insufficient explanations. We have also analyzed the credentials of the writers of these textbooks. Results : Textbooks of middle school cover psychological and physical changes during adolescence and nutrition, and those of high school cover marriage and childcare. These materials covering health made up 27.5%, 11.7% of middle & high school texts. Age definitions of neonate and infant were incorrect. Inaccurate facts were mostly about fontanelles, primitive reflexes, breastfeeding and weaning. There also were wrong informations on the umbilical cord care and developmental milestones during infancy. The childhood immunization schedules and the growth curves were not up to date. Most of the authors major in home economics and the others were school teachers. There was no evidence of any review by a medical society or an expert. Conclusions : When writing about children's health and childcare in textbooks, a board-certified pediatrician or The Korean Pediatric Society should be consulted to provide accurate medical information to middle and high school students.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.