• Title/Summary/Keyword: 교과구성

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Operational Definition of Components of Logical Thinking in Problem-solving Process on Informatics Subject (정보 교과의 문제해결과정에서 논리적 사고력 구성요소에 대한 조작적 정의)

  • Yoon, Il-Kyu;Kim, Jong-Hye;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.13 no.2
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    • pp.1-14
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    • 2010
  • Previous researches on the improvement of logical thinking in Informatics subject have used general logical thinking test and only limited improvement of logical thinking by programming learning result. In this study, the operational definition of the logical thinking in problem-solving process on Informatics education is different from the general logical thinking and the logical thinking of the other subjects. Firstly, we suggested the operational definition of components of logical thinking using the open questionnaire by expert and research team discussion. Also, we suggested the relationship between the operational definition and contents of the 'problem-solving methods and procedure' section in secondary Informatics subject. Finally, this study developed the evaluation contents based on the operational definition of components of logical thinking. The components of logical thinking which was required in problem-solving process on Informatics subject were ordering reasoning, propositional logic, controlling variables, combinatorial logic, proportional reasoning. We suggested the relationship between operational definition and problem-solving process and assessment of logical thinking in problem-solving process on Informatics subject. This paper will give meaningful insight to supply the guideline of the teaching strategy and evaluation methods for improving the logical thinking in Informatics education.

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Analysis of Inquiry Tendency in 'Problem-Solving Method and Process' Sections in the 2009 Authorized Informatics Textbooks (2009년 검정교과서로 채택된 '정보' 교과서 '문제 해결 방법과 절차' 영역 구성의 탐구적 경향 분석)

  • Kim, Ja-Mee;Yoon, Il-Kyu;Kim, Yong-Cheon;Choi, Ji-Young;Lee, Won-Gyu
    • Journal of The Korean Association of Information Education
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    • v.15 no.2
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    • pp.253-264
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    • 2011
  • The 2007 revised curriculum designated information-related subjects informatics and changed the direction of education by stressing problem-solving skills in consideration of the characteristics of the subject. The purpose of this study was to examine whether the problem-solving method and process sections of informatics textbooks had an inquiry tendency to foster the problem-solving skills of students. Four textbooks that were widely selected from among the authorized textbooks were analyzed by utilizing Romey method. As a result, just one textbook was found to have an inquiry tendency in terms of texts, but every textbook had a sufficient inquiry tendency in terms of activities. But in terms of structure, there were some problems that commercial softwares were utilized and some softwares employed a particular programming language. The findings of the study suggest that no question should be posed about intrinsic inequality in conjunction with textbook selection, and that textbooks should be structured not to make students adversely affected by learning environments.

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Concerns and Difficulties in Applying the National Curriculum in the Process of Developing Science Textbooks: Focused on 'Integrated Science' of the 2022 Revised National Science Curriculum (과학 교과서 개발 과정에서 교육과정 적용에의 고민과 어려움 -2022 개정 과학과 교육과정의 '통합과학'을 중심으로-)

  • Bongwoo Lee;Jaeyong Park;Jeongwoo Son;Ki-Young Lee;Wonho Choi;Kew-Cheol Shim
    • Journal of The Korean Association For Science Education
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    • v.44 no.2
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    • pp.219-229
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    • 2024
  • The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

Analysis of 'Basic Information Technology' Textbooks in Technical High Schools (공업계 고등학교 '정보 기술 기초' 교과서의 분석)

  • Kang, Oh-Han;Park, Jeong-Mi
    • The Journal of the Korea Contents Association
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    • v.13 no.3
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    • pp.485-494
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    • 2013
  • In this paper, both content analysis and Romey analysis were employed to analyze 'Basic Information Technology' textbooks in technical high schools. Not only was the content analysis employed to study the organization and contents of the textbooks, but also the Romey analysis was applied so as to determine inquisitive tendency on four factors - text, data, activity and evaluation. The results from content analysis showed that the total number of pages, reading material, the number of concepts introduced in each section, and the use of application software demonstrated a discrepancy among textbooks. Also, Romey analysis showed that while the section 'text' was written with relatively low inquiry tendency for its authoritative tone, two textbooks showed high inquisitive tendency for section 'activity'. Finally, based on the obtained results, the ways to improve 'Basic Information Technology' textbooks were proposed.

A Study for the Application of Library Assisted Instruction(LAI) Through the Analysis of Japanese Social Studies Text-Books (일본의 사회과 교과서 분석을 통한 도서관활용수업의 적용 방안에 관한 연구)

  • Ro, Jin-Young;Byun, Woo-Yeoul;Lee, Byeong-Ki
    • Journal of the Korean Society for Library and Information Science
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    • v.42 no.1
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    • pp.155-175
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    • 2008
  • This study suggests the application of library assisted instruction(LAI) by analyzing Japanese social studies text-books that are configured for the library assisted instruction and cooperative instruction. The results of the analysis found that the use of a variety of materials and curriculum integrated skills instruction is reflected in the social studies text-books in Japan. Based on the results, this study suggested the strategies of the application of library assisted instruction(LAI) in three separated proposals. revision of related laws, organizational joint between teacher librarian and subject teachers, textbooks development for Information literacy instruction.

Analysis of Inquiry Tendency in the 'Information Equipment' Sections of Informatics Textbooks from a Perspective of Modern Curriculum (현대 교육과정의 관점에서 본 '정보'교과서 '정보기기' 영역의 탐구적 경향 분석)

  • Kim, Ja-Mee;Noh, Hyun-A;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.1-12
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    • 2011
  • All the informatics textbooks of the fifth, sixth, seventh and revised curriculums have dealt with the structure and operation of information equipment. But there haven't been any discussions at all on the educational nature of this section involving the selection of what and how to teach. The purpose of this study was to examine 'the structure and operation of information equipment' sections of informatics textbooks from a perspective of modern curriculum to see whether there was any inquiry tendency in the textbooks. As a result of analyzing four textbooks, only one textbook turned out to be inquisitive. The findings of the study suggest that the importance of textbook content and the perspective of learning activities should be taken seriously when textbooks are produced, and the fact that in today's age marked by a global tend of fusion, informatics is one of the fundamental subjects to encourage students to examine themselves instead of just sticking to rote learning should be taken into consideration as well.

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Analysis of Inquisitive Tendency of 2009 Revised Middle School Informatics Textbooks (2009 개정 중학교 정보 교과서의 탐구적 경향 분석)

  • Kang, Oh-Han
    • KIPS Transactions on Computer and Communication Systems
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    • v.4 no.7
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    • pp.219-226
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    • 2015
  • In this paper, we study the inquisitive tendency in informatics textbooks for middle school students. These textbooks were written in 2009, and have been adopted in 2013 as part of the curriculum. The research is based on six textbooks, which passed qualification tests, and is mainly focused on the section 'composition and movement of information equipment', which covers contents for the student's major field of study. Romey analysis was employed to analyze inquisitive tendency in four sections - text, data, activity and evaluation. The results illustrated that some textbooks were organized in a way that exhibited a low level of inquisitive tendency for students, and took an authoritative tone. The section 'activity' showed the highest level of inquisitive tendency and the 'text' showed the lowest level. Some sections in the textbooks were found to have zero Romey measures, which stress the need for improvement.

An Analysis of the Word Problem in Elementary Mathematics Textbook from a Practical Contextual Perspective (초등 수학 교과서의 문장제에 대한 실제적 맥락 관점에서의 분석)

  • Kang, Yunji
    • Education of Primary School Mathematics
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    • v.25 no.4
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    • pp.297-312
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    • 2022
  • Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

Development of Practical Arts Textbook of 'Real Life's Electricity and Electronics' unit for Creative Problem Solving Abilities (창의적 문제해결력을 기르는 초등학교 실과 교과서 '생활 속의 전기.전자' 단원의 개발)

  • Bak, Hyoung-Seo
    • 대한공업교육학회지
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    • v.36 no.2
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    • pp.151-180
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    • 2011
  • The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.

A Study on Subdividing Computer Textbooks into Lessons for Commerce.Information High Schools (상업.정보계 고등학교 컴퓨터 교과서의 단원별 제작 방안 연구)

  • Yoon, Seok-Ho;Hwang, In-Jae
    • The Journal of Korean Association of Computer Education
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    • v.13 no.3
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    • pp.1-12
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    • 2010
  • Commerce information high schools offer diverse computer related courses, and a number of different textbooks were published for each course. Since each corse covers broad area, the textbook has difficulties in keeping up with the rapid change. It is even more difficult to find textbooks that suit the needs and requirements of a school. Very frequently, chapters on application software cover software packages that are different from what school has in terms of producer or version. This kind of difficulties can be overcome by subdividing textbooks into lessons, and selecting lessons and textbooks for them that are most appropriate for each school. This paper proposes a way to subdivide computer textbooks into lessons, and discusses the advantages that come from it.

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