• Journal of Science Education
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• v.44 no.2
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• pp.145-156
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• 2020

The purpose of this study is to analyze the science history materials presented in middle school 'Science' textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school 'Science' textbooks. The analysis used the three-dimensional framework. The results of analysis show that the number of science history materials presented in textbooks tends to increase as the grade goes up. It was also found that science history materials were presented in a specific unit for each grade. The three-dimensional analysis of science history materials showed that conceptual-fundamental-discovery/device types were most commonly presented in all grades. At the instruction context level, the conceptual context was the most common, and the basic role was the main at the role level. The discovery/device type was the most common type of presentation. The results of the study show that the science history materials presented in science textbooks were concentrated in some areas. Also, the instruction context and role were concentrated in some factors in terms. This suggests that various science history materials need to be developed in the future. It is also necessary to explore concrete methods to ensure that science history materials presented in textbooks can be used in various roles in different contexts.

• Journal of Science Education
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• v.36 no.2
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• pp.381-393
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• 2012

This study was analyzed that what kind of elements for STEAM, except scientific commonsense, are contained in 2009 revised chemistry textbooks I for high school students. So first, elements of STEAM in textbooks were examined by following three sections; by publishing company, each unit and area of textbook. For reference, new sub-elements of STEAM were set because existing elements of STEAM is incongruent with current textbooks. As a result, most chemistry textbooks included elements of STEAM properly for inter-related learning with the other fields. Every textbook had its unique learning methods for utilizing elements of STEAM and they were unified as one way. Depending on textbooks, learning methods were little bit different from the others. Also, detailed elements of STEAM contained in textbooks were classified just 14 types. And they were even focused on a few elements according to sort of textbook. Thus, it seemed that there was a certain limitation of current education of STEAM in chemistry Field. By the unit, according to the curriculum, contained elements of STEAM were different. Almost all elements of STEAM were located in I section. Consequently, it is difficult to include elements of STEAM if mathematics or history were not existed in curriculum. Lastly, by the area, most of all elements of STEAM were included in reference section. Almost all elements of STEAM were focused on art and culture. Thus, STEAM was used for utilization about chemical knowledge in substance. Otherwise, convergence training for approach method was not enough in chemical knowledge.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.170-184
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• 2001

At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• 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.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.29-48
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• 2019

Previous studies on double scale models, visual models with two different scales (Chong, 2015), have focused on double number line and little research has been conducted on how to employ double scale models in the elementary mathematics textbooks series. Given this, we analyzed the characteristics of double scale models in the Japanese elementary mathematics textbooks in the following aspects: (a) the contents of units where double scale models were used; (b) the purposes of using such models; (c) the types of such models tailored to the contents and grade levels; and (d) the characteristics of problem contexts dealing with the models. The results of this study showed that double scale models were effectively used to connect the contents related to multiplication, specifically for the contexts of ratio. Such models were addressed for students in a systematic and gradual way as the grade levels went up. Based on these results, this paper describes implications on how to use double scale models in mathematics textbooks.

• The Mathematical Education
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• v.61 no.3
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• pp.499-519
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• 2022

Ratio and rate are key topics in the area of 'Patterns', but there are various perspectives on them. This study compared and analyzed the perspectives of Korean and Singaporean mathematics textbooks on ratio and rate, and explored how teaching and learning methods develop according to each perspective in terms of quantitative reasoning. To this end, we reorganized the analysis criteria based on some studies, and analyzed the textbooks of the two countries in relation to context, relationship, and representation. The results of the study are as follows. Regarding the context, there were differences in the situations, types of units and use of units of the problems presented in textbooks. In terms of relationship, there were differences in the types of two quantities and relationship of quantities. Lastly, there were differences in the representation of ratio and rate. Through these results, we found that elementary mathematics textbooks in Korea and Singapore take different perspectives on ratio and rate. In particular, the perspective taken by Korean textbooks on ratio and rate had unique points different from that of other previous studies. Considering this Korean perspective, we suggested some implications that could help improve textbooks related to ratio and rate and teach them meaningfully.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.135-149
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• 2006

This study analyzed the unit of child rearing in four Household textbooks approved by the Department of Education during the 1920s-30s. These Household textbooks is contained a unit related to child rearing among Household textbooks approved by the Department of Education at that time. The results of the analysis are summarized as follows. First, the structure of the child rearing unit in the Household textbooks were largely composed of 'part, chapter and section' and this structure and contents were similar among all the textbooks. Second. in general, the four textbooks spared a large space for 'childcare,' nursing' and 'new-born babies and infants,' suggesting the importance of these contents. Third, cautions for pregnant women were taught to call attention not only of pregnant women but also of their families to importance of pregnancy. Fourth, the child rearing unit contained many illustrations and pictures and some pictures were shared among the textbooks. Firth, in acquiring medical knowledge related to diseases, the textbooks demanded child-rearing mothers to 'observe' and 'scrutinize' any symptoms appearing in the child. These contents were connected with commercial products but far distant from the realities. The detailed method of 'nursing' also required a lot of time and accuracy impractical in real life.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Journal of the Korean earth science society
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• v.30 no.4
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• pp.513-526
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• 2009

It has long been that the unit of oceanic salinity changed from permil (%o) to other unit. However, the middle-and high- school textbooks of science and earth science have still used %o as salinity unit that was defined a long time ago. The objectives of this study are to briefly discuss about the historical development of change in salinity unit and measurement techniques, to present differences between the salinity units of psu (practical salinity unit) and %o, and to address the need and validity for the correction of salinity unit in the textbooks. Twenty-seven kinds of textbooks based on the 7th National Curriculum were analyzed to investigate the expression of salinity unit and the definition of salinity. The results were compared with the usage of salinity units in the articles published in Journal of Korean Society of Oceanography from 1967 to 2008. The percentages by the use of %o were 96.3% in the text and 83.8% in the graphs or tables of the textbooks. By contrast, the scientific papers began to use psu from 1994 and then %o has seldom been used since 2004.