• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.1-18
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• 2019

The purposes of this study were to develop analysis criteria and analyze the two subject competencies of units dealing with the core concept 'Relation' of the middle school Technology-Home Economics textbook in accordance with the 2015 revised curriculum: 'practical-problem-solving-ability' and 'relationship ability'. The subject of analysis of the current study was the activity assignment of Chapter 1 related to the core concept 'Relation', from the twelve middle school 'Technology-Home Economics II' textbooks. The results of this study were as follows: First, some textbooks showed differences in highlighting or downplaying the components of certain subject competencies. The analysis results for 'practical-problem-solving-ability' in textbook A, E, and G were shown in the high frequency, while in textbook D in the lowest frequency. The analysis results for 'relationship ability' in textbook K and A were shown in the high frequency, while in textbook J in the lowest frequency. Second, Value Judgement was the most frequent component of 'practical-problem-solving-ability' followed by Logical Thinking, Practical Reasoning, and Decision-Making. Family Relation and Sense of Community was the component of 'relationship ability' most frequently dealt with followed by Communication, Conflict Management, and Respecting Others, however Environmental and Ecological Awareness was not shown at all. The two subject competencies were mostly reflected in the Technology-Home Economics textbooks from all the twelve publishers.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.137-153
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• 2019

This study reviewed the Technology & Home Economics Education textbooks to examine if their illustrations would be appropriate for students' balanced view of gender. To this end, the textbooks of 'Technology & Home Economics Education 1 and 2' from 12 publishers (24 books in total) were analyzed focusing on the formative and content characteristics of illustrations in the textbooks. The results of this study is as follows. There were areas in the textbooks that may not be considered gender-equal. Although the textbooks have been improved to some extent from the previous versions, they still show gender stereotypes biased towards men. If students are constantly exposed to the prescriptive characteristics that are in favor of certain gender, they would find it difficult to develop their personality strengths, due to the gender role pressures. In order to help students cultivate sensitivity and activism toward the gender equality issues, it is important that the textbooks are gender-equal. To summarize, in order to suggest to students a balanced image of society with male and female cooperating with each other in diverse domains, it is deemed necessary to constantly examine and revise the textbooks for their gender stereotypic contents, and thereby, improve them for gender equality.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• 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.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.511-519
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• 2013

The purpose of this paper is to examine how European textbooks reflect Seoul nowadays. The study focuses on the trend of textbooks in main European countries, such as England, France, Spain, Italy, and Germany. They tend to describe Seoul as one of the mega cities with urban problems, and introduces the city as an economic center which is responsible for interaction with other mega cities. Besides, Seoul is also described as less competitive city compared to others, and its history and cultural resources are not paid attention. Despite everything, it is fortunate that there are very few errors in descriptions of Seoul. In future I expect that descriptions of Seoul in European textbooks are enhanced in not only economic aspects of Seoul but also historic and cultural aspects of Seoul and then European textbooks get more reliable contents to inform Korea.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.401-408
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• 2023

The purpose of this study is to design textbook metadata as a basic task for building a textbook database. To this end, reading textbooks were defined as a category of textbooks, and a metadata development methodology was established through previous research. In order to ensure that bibliographically essential elements are not omitted, the catalog description elements of institutions that collect, accumulate, and service textbooks such as the National Library of Korea were investigated. The elements of Dublin Core, MODS, and KEM were mapped to derive elements suitable for describing textbooks. Finally, a set of textbook metadata elements consisting of 14 elements in three categories - bibliography, context, and textbook characteristics were presented by adding publication type, genre, and curriculum period elements. The 14 elements are titles, authors, publications, formats, identification sign, languages, locations, subject names, annotation, genres, table of contents, subjects, curriculum period, and curriculum information. In this study, we contributed to this field by discussing how to organize textbook resources with national knowledge resources, and in future studies, we proposed to evaluate usability by applying metadata elements to actual textbooks and revise and supplement them according to the evaluation results.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.131-148
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• 2011

The purpose of this study was to analyze the contents of housing area in Technology Home Economics textbooks of the 2007 revised curriculum which was published in 2011. The structure and the contents of housing area which are consisted of housing/living environment and use of housing space were analyzed. This study aims to examine the changes in the newly revised textbooks as well as suggesting advice for the more improved revised one in the future. For this purpose, this study employed 11 different textbooks and the results were the followings: each textbook had different quantity of pages dedicated to housing area but commonly had the wide range of terminology, plentiful amount of tables/diagrams, reading and activity materials sufficient to have students to carry out in practice. Also, the newly added contents of local area and eco-friendly life are analyzed to be well reflecting the 2007 revised curriculum. In future textbook development, it will be important that the issue of low birth rate, population ageing and green-life to be included as well as emphasizing the content of the network within the local area in order to actively prepare for the environmental issues.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.209-217
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• 2024

This study aimed to analyze the learning contents related to biotechnology in life science II and general engineering based on the 2015 revised national curriculum and discuss pedagogical implications for biotechnology education. The main findings were as follows: First, while the learning topics of life science II focused on the ethical aspects related to biotechnology, the learning topics of general engineering focused on the industrial aspects of biotechnology. Second, there were types of overlapping biotechnologies in the life science II textbooks and general engineering textbooks. However, the life science II textbooks provided more scientific and professional descriptions of biotechnology principles than the general engineering textbooks. Also, the life science II textbooks provided more specific overall explanations than the general engineering textbooks. There was a lack of ethical considerations concerning biotechnology in the general engineering textbooks. These findings imply that it is necessary to reorganize biotechnology content based on each school's curriculum and student characteristics.

• The Journal of Korean Association of Computer Education
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• v.14 no.4
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• pp.33-41
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• 2011

This study was conducted to identify factors that influenced teachers' adoption of digital textbooks and causal relationships among the factors identified. Chasm theory was used in developing strategies for adoption of digital textbooks that consider teachers' innovativeness. This study also employed the information technology adoption model of Davis (1989) that illustrates decision making processes for the adoption of instructional media such as digital textbooks. Based on these two theories, a measurement instrument measuring teachers' innovativeness, perceived usefulness, perceived ease of use, and intention of use was developed and validated through a series of reliability and validity tests. Causal relationships among the factors were examined using structural equation modeling. The result indicated that: a) perceived ease of use had a directional effect on perceived usefulness and an indirect effect on intention of use; and b) perceived usefulness had a direct effect on intention of use. Implications of this finding are discussed especially for the efforts in developing strategies for teachers' adoption of digital textbook. For example, when digital textbooks are introduced into public schools, teachers' perception of the usefulness of digital textbooks, beyond just ease of use, should be considered.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.353-363
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• 2018

According to the Digi Capital forecast, the global augmented reality market is expected to grow rapidly by 2020 to reach 150 billion dollars. In particular, high value added effects are expected in education. As ICT advances, digital textbooks are also leading innovative education by adding interactive functions. Advanced countries, including the U.S., are already using digital textbooks that use augmented reality technology in their classes. In line with this technological outlook, the ministry proposed a design plan that applies augmented reality technology to middle school science 1 digital textbooks. A study on middle school science 1 digital textbooks showed that each unit provided short videos. In addition, an investigation into the augmented reality class case showed that it was difficult to establish experimental equipment, lack of equipment (devices), and 3D design contents that did not continue despite the excellence of learning effects. Based on this demand, we designed an augmented reality scenario and system configuration to be applied to the instrument-specific experiments of middle school science 1 digital textbooks to explore and explore the contents of augmented reality by students. This research will replace the dangerous experiments and time consuming experiments for teachers and students by applying augmented reality to science subjects that are essential for the development of digital textbooks.