• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.305-306
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• 2019

2019학년도 초등학교 5-6학년군에 2015 개정 교육과정이 전면 적용된다. 본 논문에서는 2015 개정 교육과정에 따른 실과 검정 교과서 6종 소프트웨어 교육 단원의 외적 체제를 비교 분석하였다. 단원 체제 분석 결과 모든 교과서에 공통적으로 대단원명, 대단원 차례, 중단원명, 본문텍스트, 본문삽화, 용어 설명, 단원 마무리 등이 제시되어 있었다. 단원 구성 분석 결과 소프트웨어 교육 단원은 전체 교과서 분량의 18.8~25%까지 교과서별로 다양한 비율을 차지하고 있었다. 후속 연구로는 본 논문에서 다룬 교과서의 외적 체제 뿐 아니라 내적 체제 까지를 포함하여 각 교과서의 소프트웨어 교육 단원을 전체적인 틀에서 비교 분석 할 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.61-80
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• 2007

Korea and Japan are close countries having a mutual influence on history and have similar cultural and educational circumstances. The purpose of this study was to compare and analyze the textbooks for elementary school mathematics between Korea and Japan. First, it established the theoretical backgrounds through the precedent research comparing the mathematic textbooks between South Korea and North Korea, Korea and India, Yanbian in China, Japan( Fraction part in numeral field. The Plane Figures). Next, it compared and analyzed two countries'(Korea and Japan) textbooks regarding the structural system and concept of units on the basis of the theoretical research. And it included more specific and detail contents in comparison of Korean with Japanese mathematic textbooks focused on the 5, 6th grade.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.261-262
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• 2009

기존의 교과서 평가를 위한 준거에는 Shmidt의 일반적인 교과서 평가 준거, Dover의 교과서 선택 준거, Huetteman의 교과서 평가 준거, Romey의 탐구성에 대한 교과서 분석법 등이 있다. 아울러 2007년 공시된 2007년 개정 교육과정의 정보 교과목은 2010년부터 중학교 1학년에 적용된 뒤, 중등학고 전체로 확대 시행될 예정이다. 따라서 본 논문에서는 기존의 교과서 평가 준거를 분석하여 새로운 정보 교과서의 비교분석을 위한 선택준거를 제안한다. 또한 제시된 선택준거와의 비교를 위해 정보 교과서 2종을 Hutteman과 Romey의 분석법을 적용해 평가하였다.

• Journal of Science Education
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• v.47 no.3
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• pp.273-285
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• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• 대한공업교육학회지
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• v.34 no.1
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• pp.44-86
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• 2009

The major purposes of this study were 1) to present a desirable guideline for writers who would develop the new Introduction-to-Industry textbook through the comparative analysis of 4 different kinds of current Introduction-to-Industry textbooks, 2) to help educators, who make national college entrance exam in the vocational inquiry area, make good exam items with the results of the study, and 3) to offer effective methods of teaching and learning in the field of industrial education with them. Research method used in this study was mainly literature review with the scrutinization of the literature related to the Introduction-to-Industry textbooks. Results of this study showed that all textbooks compared do mostly comply with the national writer's specific guidelines for the Introduction-to-Industry textbooks. However there were varieties for the all textbooks in a sense of deployment balance for the contents of the textbook chapters. There were also considerable differences for the deployment of supplementary materials, evaluative materials, visual materials and etc. according to the characteristics of each textbook. The degree of the connectivity between the textbooks and the national college entrance exam in the area of the vocational inquiry was similar for the each textbook. However, it was not good enough for the students to study one textbook for the preparation of the exam in the vocational inquiry area because the problems in the exam were set in the range of covering the all different kinds of textbooks by the examiners.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.213-224
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• 2004

Textbooks are the basic materials for school education and the best instruments that the teachers can use. The textbooks for information and communication technology education that are authorized by the superintendent of schools are currently used in the elementary schools and the various kinds of the ICT textbooks are adopted in accordance with the cities and provinces. In this study, we make a comparative study of the 11 ICT textbooks for year 4 students from the view points of the present conditions, the organizations, and the contents. Also, using Romey's method we investigate them whether their contents are suitable for the inquiring activities. We expect that our study will be the basis of the development of the next authorized ICT textbooks and contribute to the ICT education.

• 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.