• Title/Summary/Keyword: 교과서 및 교육과정 비교

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Analysis of Contents related to Models in the Chemistry Textbooks of the 2009 & 2015 Revised Curricula: Focusing on the Electrolysis of Aqueous Solutions (2009 및 2015 개정 교육과정의 화학 교과서에서 모델 관련 내용 분석: 수용액 전기 분해를 중심으로)

  • Kim, Kihyang;Chang, Hasok;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
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    • v.63 no.4
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    • pp.289-306
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    • 2019
  • The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

제7차 교육과정에 의한 수학 I 교과서의 통계 단원에 대한 분석 - ICT 소재의 활용성 및 접근용이성을 중심으로 -

  • Lee, Gang-Seop;Kim, So-Yeon
    • Communications of Mathematical Education
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    • v.18 no.2 s.19
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    • pp.453-462
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    • 2004
  • 본 연구에서는 제7차 교육과정에 의하여 발행된 수학I 교과서의 통계단원에 수록된 ICT 소재에 대하여 활용성 및 접근용이성의 측면에서 분석하였다. 즉 각 교과서에 소개된 모든 컴퓨터 프로그램을 실행 시켜 보았으며 그 내용 및 활용의 용이성을 분석하고 소개된 사이트의 폐쇄 여부와 학생들의 활용 가능성에 관하여 조사하였다. 이와 같은 교과서의 비교분석을 통하여 통계 단원의 보완점을 모색하고, 교육현장에서 기본 자료로서 활용하도록 하였다.

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The Analysis on Inquiry Tendency of Elementary Science Textbooks by Curriculum Period: Focusing on the Comparison of Results of Previous Studies Using Romey's Method (초등 과학 교과서의 교육과정 시기별 탐구 성향 비교 분석: Romey 분석법을 이용한 선행 연구 결과 비교를 중심으로)

  • Myoung-Duk Jang
    • Journal of the Korean Society of Earth Science Education
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    • v.16 no.2
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    • pp.166-181
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    • 2023
  • The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

Secondary Mathematics Teachers' Use of Mathematics Textbooks and Teachers' Guide (수학교사의 교과서 및 교사용 지도서 활용도 조사)

  • Kim, MinHyuk
    • School Mathematics
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    • v.15 no.3
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    • pp.503-531
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    • 2013
  • This study aims to investigate how secondary mathematics teachers use mathematics curriculum materials such as textbooks and teachers' guide in planning lessons and for their learning. 24 in-service mathematics teachers participated in surveys and two among them were interviewed. The findings from the data analysis suggest that: a) the teachers actively engaged in decision-making processes of the transition from written curriculum to intended curriculum; and b) the teachers showed a tendency of consulting to the ideas suggested in the curriculum materials for selecting objectives and contents for lessons and the what to assess, not ideas for selecting teaching methods and how to assess. Also, various factors such as students' achievement, participation, interest in mathematics, family environment, and college entrance were identified to influence the teachers' use of the curriculum materials.

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A Comparative Analysis of Ratio and Rate in Elementary Mathematics Textbooks (비와 비율에 대한 초등 수학 교과서 비교 분석)

  • Chang, Hyewon;Lim, Miin;Yu, Migyoung;Park, Haemin;Kim, Jusuk;Lee, Hwayoung
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.1
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    • pp.135-160
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    • 2017
  • Since mathematics textbooks for 6th graders based on the 2009 revised national curriculum were applied to the site, there has been a note pointing out that the unit of 'ratio and rate' causes some learning difficulties. This implies the necessity of search for desirable methods of organizing the unit of ratio and rate in mathematics textbooks. This study analyzed and compared Korean and foreign mathematics textbooks on ratio and rate longitudinally and horizontally, respectively. For longitudinal analysis, we selected the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we took the mathematics textbooks of Japan, Singapore, Hong Kong, and Finland. In each textbook, the contents and the order in relation to ratio and rate, the definitions of terminology, and the methods for introducing related concepts are set as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about ratio and rate. Based on these results, we suggested some implications for writing the unit of ratio and rate in elementary mathematics textbooks.

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Comparative Analysis of the Contents of Functions in the Middle School Mathematics Textbooks in Korea and Germany (한국과 독일의 중학교 수학 교과서 분석을 통한 함수 내용 비교)

  • Huh, Nan;Ahn, Eun-Kyung;Ko, Ho-Kyoung
    • School Mathematics
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    • v.13 no.2
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    • pp.323-343
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    • 2011
  • The study of 2011 education course revision proposal suggests that middle school level function shall be taught with emphasis on its role as tool to understand the situations of actual world, and the concept shall be extended in high school into formularized setting that integrate various fields based on middle school function. In revising education course, the circumstances of other countries are desired to be considered to keep abreast of international standard education courses. In this study, the textbooks of Gesamtschule a general school a school type similar to the education system in Korea among various school forms of Germany were selected to look into the characteristics of function introduction and teaching & learning in Germany, and the textbooks were compared and analyzed with those of Korea. As a result of comparison and analysis on the system and contents with emphasis on function area, German textbooks differed from the 7th revised education course on the introduction of function concept, contents development method and method of instructing on graph etc. Such differences are anticipated to serve as data for reference in the development of revised education courses and textbooks in Korea.

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6차, 7차 교육과정에서 실용수학에 관한 연구

  • Jeon, Yeong-Bae;Choe, Jeong-Suk
    • Communications of Mathematical Education
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    • v.18 no.2 s.19
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    • pp.295-304
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    • 2004
  • 수학교과서는 수학 교수-학습의 매개체로서 그 변화에 대한 비교 연구는 수학 교육을 조명하는데 있어 의미있는 일이라 할 수 있다. 그러나 국가간의 수학 교과서를 비교 ${\cdot}$ 분석한 것은 여럿 있으나 우리나라 교육과정의 변화에 따른 비교 ${\cdot}$ 연구는 드물다. 이에 본 연구는 제 6, 7차 교육과정에서 실용수학의 편제 ${\cdot}$ 성격, 목표, 영역명의 차이점은 무엇이며, 내적체제 면의 유사점과 차이점 및 각 영역에서 학습 내용의 유사점과 차이점이 무엇인가에 대한 비교 ${\cdot}$ 분석을 통하여 우리나라 6. 7차 교육과정에 따른 실용수학 교과서의 문제점을 도출하고 좀 더 나은 교과서 개발에 기여하고자 하는데 그 목적이 있다.

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Comparative Content Analysis of Middle School Informatics Textbooks and Suggestions for Improvement (중학교 정보 교과서 비교 분석 및 개선 방안)

  • Jin, Young-Hak;Huh, Min;Kim, Yung-Sik
    • The Journal of Korean Association of Computer Education
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    • v.13 no.3
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    • pp.25-34
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    • 2010
  • This study is done to compare and to analyze middle school Informatics textbooks developed according to 2007 revised national curriculum. In this paper, suggestions are made for improvement on Informatics textbooks. Textbooks were analyzed based on two criteria, in framework and content, and collected data were analyzed according to Content Analysis method. As a result of analysis, a framework of textbooks showed differences in the entire construction, discipline-specific weight, content developing structure, and types of assessment, and content of textbooks showed differences in the concepts and the kinds of programming language. Six improvements in developing Informatics textbook from the results of content analysis were suggested and this will be helpful in developing the Infomatics textbook in the future.

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A Comparative Analysis of the Middle School Mathematics Textbooks Based on Third and Seventh Curriculum Period (3차 교육과정 시기와 7차 교육과정 시기의 중학교 수학과 교과서 비교분석)

  • Kim, Mi Soon;Cho, Wan Young
    • Communications of Mathematical Education
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    • v.32 no.1
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    • pp.79-96
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    • 2018
  • The purpose of this study was to compare and analyze changes to the middle school mathematics textbooks of third mathematics curriculum period and seventh mathematics curriculum period. This study put the math curricula from the third to the sixth one in third mathematics curriculum period as those math curricula witnessed the maintenance of industrial society paradigm. And then it put the math curricula from the seventh one to current the 2009 revised mathematics curriculum in seventh mathematics curriculum period as the knowledge-based information society paradigm has continued throughout those math curricula. Based on those period categories, We compared and analyzed changes of the middle school math textbooks. For the comparison and analysis of math textbooks between the two periods, this study set the unit organization system, unit goal, task type and content development approach as analysis elements in the unit of 'Nature of Figures' in the second grade math textbooks for middle school. As a result of the research, it was confirmed that the textbooks of the two periods had many changes in the unit organization system, but the unit goal, task type, and content development approach stayed in low level goals and task type that require conceptual and procedural.

Analysis of Elementary Mathematics Textbooks Based on the Perspective of Constructivism Knowledge -with Focus on the Number and Operation Contents in 1st and 2nd Grades (구성주의 지식관이란 관점에서 초등학교 수학교과서 분석 -1학년과 2학년 수와 연산 영역을 중심으로-)

  • Lee, Boo-Da;Kim, Jin-Ho
    • Journal of the Korean School Mathematics Society
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    • v.13 no.3
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    • pp.415-442
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    • 2010
  • If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.

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