• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.205-222
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• 2014

This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.19-19
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• 2010

현재 과학교육의 목표는 과학적 소양의 함양이며 이를 구현하기 위해서는 교실에서의 과학탐구의 실현을 필수로 하고 있다. 과학자들이 경험하는 과학탐구는 "실질적 과학탐구(ASI)"라고 하여 필수적인 5가지 탐구요소(문제제기, 자료수집, 설명형성, 설명평가, 발표 및 정당화)를 포함하고 있다. 현재 사용하고 있는 지구과학내용의 교과서를 이 ASI 관점으로 분석하여 5가지 탐구요소의 분포도를 분석하고 이를 이용하여 지구과학탐구를 가르치는 초임교사를 대상으로 탐구에 대한 인식 및 교수실천을 같은 ASI관점으로 분석하였다. 탐구요소 2,3,4 에 해당하는 '증거수집', '설명형성' 그리고 '설명평가'는 빈번하게 나타났으나 탐구요소 1에 해당하는 '문제제기'나 5에 해당하는 '발표 및 정당화'의 기회는 나타나지 않았다. 특히 다른 과학(화학)과목 경우에 '증거수집'이 가장 빈번한 것에 비해 지구과학의 경우에는 '설명형성'이 주를 이루는 것은 지구과학탐구의 특징이라 할 수 있겠다. 또한 교과서 탐구기능은 SAPA로 분석한 결과 일반화, 의사소통, 예상, 그래프작성, 자료해석이 주를 이루었다. 과학적 소양을 함양을 위한 실질적인 과학탐구의 실현하기 위해서는 자유탐구와 같은 부차적인 기회를 통해서 경험하지 못한 ASI의 탐구요소의 기회를 학생들에게 부여해야 할 것이다. 또한 이 연구에 참여한 지구과학 초임교사의 과학탐구 인식 및 교수실천 또한 ASI로 분석한 결과 탐구요소 2번째에 치우친 경향을 보여주고 있었다. 실질적인 과학탐구의 실현을 위해서는 교과서에서 강조되는 탐구요소뿐만 아니라 다른 탐구요소를 경험할 수 있는 자유탐구를 개발하여 실용화해야 할 것이며, 관련 초임교사연수를 통해 초임교사들의 과학탐구에 대한 인식 및 교수실천의 반영 및 이들의 새로운 형성이 추진되어야 할 것이다.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.739-750
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• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'pure substance and mixture compound', 'ionic compound', 'molecule' on the 'science2' textbooks by the 2007 revised curriculum. The three types of Curriculum Analysis Taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science2' textbooks. The first, the cognitive demand level about 'pure substance and mixture compound' on many textbooks is a late concrete operational stage because of class inclusion and hierarchical classification. And the descriptions as 'pure substance is conserved even when mixed with other pure substance' is a early formal operational stage. The second, the cognitive demand level about 'ionic compound' and 'molecule' is a early formal operational stage, because of "Formal modeling is the indirect interpretation of reality by deductive comparison from a postulated system with its own rules" and "Atoms have a structure". The third, the terms as 'ionic bonding', 'ionic compound', 'chemical formula', 'covalent bonding', 'covalent compound', and 'molecular formula' have been used on many 'science2' textbooks. Those terms would be used later on 'chemistry I' and 'chemistry II' in senior high school but not even 'science3' and 'science'.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.269-283
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• 2024

This study compared the characteristics of an experiment f or determining whether gas occupies space presented in elementary school science textbooks to examine the validity of the experiment, identify and improve problems in its presentation, and verify its effectiveness. This study interviewed third-year elementary school teachers who had experience teaching this experiment to students. Based on teachers' opinions and observations, this study identified issues with the current experiment, developed an improved experiment, and determined its effectiveness. Through this analysis, three key findings emerged. First, the study found that the original experiment on gases was presented in the same or highly similar manner in 5 of 7 textbooks (71.4%). Thus, while various textbooks have been developed with the aim of promoting diversity and creativity in scientific literature, most experiments presented in these books are identical. Second, the existing experiment was not suitable for its target audience (third-year elementary school students) and was difficult to observe directly. The interviewed teachers also deemed the validity of the experiment to be considerably low. Finally, the original experiment was improved; this improved version was determined to be highly valid, showing a statistically significant difference compared with the original experiment. The improved experiment was effective for students as it involved activities suitable for their intellectual level and was directly observable through the senses. Thus, the study analyzed and improved an existing science experiment f or elementary students, providing insights into the 2022 revised science authorized textbooks and implications for future textbook development.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.363-371
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• 2008

The purposes of this study were to analyze the level of Earth science vocabularies in the 10th grade textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 10th grade students as difficult ones. For this purpose, we extracted the Earth science vocabularies from eleven textbooks, and classified into scientific and non-scientific vocabularies with the SWA program based on the standard Korean language dictionary. In addition, we investigated the difficulty of each vocabulary by surveying five hundred sixty students with a questionnaire. Results showed that the frequency of the scientific vocabularies that were beyond the designated level was the largest among any other levels in all textbooks. Most of the vocabularies selected by students as difficult ones to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered when developing science textbooks and difficult vocabularies should be replaced with easy ones without a change of meaning.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.1-9
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• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.61-77
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• 2005

This study focuses on the current practices and teacher's perceptions of highschool Home Economics Education in Busan, Ulsan and Kyungnam area. Data were collected from 70 teachers with the questionnaire by mail. The results were following : 1. Home Economics have been teamed at schools of class rooms mere than 31, women's high schools and public schools. Teachers more than $70\%$ have operated and lessoned with 4 or 5 among 5 sectors of subject matters, especially emphasized family${\cdot}$human development and food${\cdot}$nutrition sectors. The most difficulties were the shortages of student's interest and reference books. 2. Teachers have cognized highly the connection of Technology${\cdot}$Home Economics and Home Economics, but evaluated lowly the job-course education among the H.E's goals. 3. Necessities of HE were evaluated highly, but student's interests by teacher's judgement lowly. Manual theses of clothing${\cdot}$textile and housing sectors have needs to alter partly. 4. Subject matters to add for the near future revision were related to dissatisfaction of H.E's matters. Teachers cognized problems about the excess, overlap, old-fashioned and irrelevant deepen levels of subject matters.