• Journal of The Korean Association of Information Education
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• 제14권2호
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• pp.149-156
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• 2010

Social study for province textbook is very difficulty for experience and learning in classroom because the contents of social study for province text book is consist of contents about very far away places. And there are less contents than normal subject. Especially, children need experiences and enough contents for learning in social study for province textbook. The purpose of this paper are as follows: 1) design and implementation of PVR contents 2) applying 4th grade social study for province textbook 3) inspecting for satisfaction degree and result of students about the efficiency of PVR contents.

• 한국지구과학회:학술대회논문집
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• 한국지구과학회 2010년도 춘계학술발표회 논문집
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• pp.24-24
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• 2010

중등 지구과학교과서와 대학 교재에서 학습하는 광물과 암석 이름은 대부분 영어, 한자, 일본어에서 도입한 용어이다. 이 용어에 대한 어원과 말뜻에 대한 분석이나 연구가 되지 않은 상태에서 바로 사용해왔기 때문에 지질학 초보자들이 학습하기에 아주 어렵다. 광물과 암석이름의 어원과 말뜻을 잘 알지 못하고 단순히 외우거나 학술적인 이름이나 의미만을 생각하고 사용하고 있으며, 한 광물이나 암석에 대하여 여러 가지 이름을 사용하기도 한다. 심지어 전혀 엉뚱한 암석 이름이 대중 사이에서 사용되고 있지만 이를 통제하지도 못하고 그 명칭이 틀렸다는 것도 모르고 있다. 예를 들면 영어로 Shale을 중등 교과서와 대학 교재에서 영어 발음을 따라 한국어로 셰일이라고 표기하지만 중국과 일본에서는 혈암(頁岩)으로 표기한다. 우리나라의 대중 매체의 인터넷 사전과 대중들이 사용하는 용어는 중국어 혈암(頁岩)을 공공연하게 '혈암'으로 표기하고 있다. '혈(頁)'을 한자 사전에서 찾아보면 '머리 혈'과 '책 면 엽'으로 정리되어 있다. 그러면 셰일의 암석학적 특징으로 볼 때 혈암이라고 해야 하나? 엽암이라고 해야 하나? 과학과의 다른 분야에서는 어려운 한자를 쉬운 한글로 표준화하는 연구와 실행을 꾸준히 진행해오고 있다. 생물의 경우 생물의 어려운 학명을 이미 쉬운 한글로 표준화했으며, 그 학명이 학생과 대중들에게 널리 알려져 있다. 지구과학의 교과서 문장에 나오는 단어와 전문용어가 한자를 한글로 표기한 경우가 많은데 이 단어들을 하루 속히 한글로 표준화하여 전문가들이 먼저 사용하는 동시에 학생과 대중들에게 알려 주어야 한다. 이렇게 되면 지구과학의 내용보다 용어가 어렵다는 인식을 바꾸어 줄 것이고 지구과학을 전공하고자 하는 학생들에게 희망과 용기를 줄 것이다. 그 일환으로 광물과 암석 이름의 어원을 조사해 보고 한글 표준화의 가능성을 타진해 보고자 한다.

• Journal of the Korean earth science society
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• 제41권6호
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• pp.599-616
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• 2020

Sea-surface temperature (SST) is one of the most important oceanic variables for understanding air-sea interactions, heat flux variations, and oceanic circulation in the global ocean. Extremely low SSTs from 0℃ down to -2℃ should be more important than other normal temperatures because of their notable roles in inducing and regulating global climate and environmental changes. To understand the temporal and spatial variability of such extremely low SSTs in the global ocean, the long-term SST climatology was calculated using the daily SST database of satellites observed for the period from 1982 to 2018. In addition, the locations of regions with extremely low surface temperatures of less than 0℃ and monthly variations of isothermal lines of 0℃ were investigated using World Ocean Atlas (WOA) climatology based on in-situ oceanic measurements. As a result, extremely low temperatures occupied considerable areas in polar regions such as the Arctic Ocean and Antarctic Ocean, and marginal seas at high latitudes. Six earth science textbooks were analyzed to investigate how these extremely low temperatures were visualized. In most textbooks, illustrations of SSTs began not from extremely low temperatures below 0℃ but from a relatively high temperature of 0℃ or higher, which prevented students from understanding of concepts and roles of the low SSTs. As data visualization is one of the key elements of data literacy, illustrations of the textbooks should be improved to ensure that SST data are adequately visualized in the textbooks. This study emphasized that oceanic literacy and data literacy could be cultivated and strengthened simultaneously through visualizations of oceanic big data by using satellite SST data and oceanic in-situ measurements.

• Proceedings of the Korea Information Processing Society Conference
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• 한국정보처리학회 2006년도 춘계학술발표대회
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• pp.833-836
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• 2006

국어 교과는 말하기 듣기, 읽기, 쓰기 영역으로 구성되어 있으며, 높은 수준의 창의적 사고력을 길러준다. 국어 교과에서 받아쓰기는 우리나라 초등학교 교육 현장에서 가장 기본적으로 활용되고 있으며 현행 국어과의 교육과정에서 중요하게 다루어지고 있다. 그러나 매 회의 받아쓰기 문제지의 문항을 타당성과 신뢰도를 고려하여 조정하여 지도하기는 어려움이 있다. 본 논문에서는 이러한 단점을 보완하기 위해 초등학교 교육 현장에서 사용되는 여러 가지 형태의 받아쓰기와 교과서를 분석하여 문장의 받아쓰기 등급을 정하였다. 문장의 받아쓰기 등급을 가지고 입력한 난이도에 따라 정해진 문장 받아 쓰기 등급이 같으면 받아쓰기 문제로 선택이 되고 문장 받아쓰기 등급과 다르면 다른 문장을 탐색하게 하였다. 최종적으로 선택된 문제는 여러 등급의 문제로 구성함으로써 문제의 타당성과 신뢰도를 높이고, 창의적인 국어사용 능력을 향상시키도록 하였다.

• Journal of the Korean earth science society
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• 제41권3호
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of Korean Home Economics Education Association
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• 제26권3호
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• pp.35-52
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• 2014

This study analyzed the 12 different technology home economics textbooks I, II for middle school students and the content systems of the textbooks by 7 instructional strategies in Reigeluth's elaboration theory. The units analyzed were 'Clothing and self-expression' and 'Eco-friendly clothing life and recycling by reform'. The purpose of this study was to provide basic information for the development of textbooks and teaching materials by analyzing current textbooks. Researchers analyzed the textbooks individually using pre-developed analysis frame using Reigeluth's elaboration theory. The results of the study were as follows. The conceptual elaboration process was used in the unit of 'Clothing and self-expression' of all the textbooks used in this study, and procedural elaboration process was mostly used in the unit of 'Eco-friendly clothing life and recycling by reform'. The strategies of advance learning ability were presented mostly in the forms of 'Learning Objective', 'Thought Opening', 'Key terms' in either unit and sub unit. The strategies of summarizer were presented as 'Unit Summary', 'Cleanup' and 'Assessment'. The strategies of synthesizer were used in all the textbooks as the 'Exploration' to increase the students interest through the promotion of the learning content in a variety of activities and projects. The cognitive activator strategies were shown in all of the textbooks using mostly 'Figure,' and others such as 'Table,' 'Diagram', and 'Explanation of Terms'. The strategies of learner control were used to guide the supplement and deepen the learning by various forms. However the analogy strategies were hardly used in units of textbooks analyzed in this study. As a result, the technology home economics textbooks I, II for middle school students applied the Reigeluth's elaboration theory, except the analogy strategies. It is recommended to utilize th analogy strategies and various activities to enhance the students' understanding and participation.

• Journal of Educational Research in Mathematics
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• 제26권3호
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• pp.443-465
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• 2016

The study aims to compare our newest mathematics curriculum with Singapore's and analyse the differences of them. Because the levels of our mathematics education have been evaluated to be difficult to our students, we try to find that the evaluation is appropriate and there are other characteristics we have to notice carefully, and provide some implications for our mathematics curriculum. We mainly compared both mathematics curriculums focussed on the national documents of mathematics curriculum, and textbooks in the level of middle school. The results are following. Firstly, Singapore has three tracks based on students' abilities and there are three kinds of textbooks on the tracks. This is a different from our teaching on students level. Secondly, the introductions of our mathematics curriculum contents are not faster than Singapore's, but they have more concrete ranges of contents than us. Thirdly, the focus of Singapore's mathematics education lies on problem solving, and we can find some good examples of contents of textbook focussed on problem solving. Some mathematical concepts are introduced simply without any process of students discoveries or investigations, and the focus lies on the problem solving using the concepts. Fourthly, Singapore's mathematics textbooks are more emphasis on the internal connections than ours.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2007년도 하계학술대회
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• pp.273-279
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• 2007

수학은 생활의 기본이 되는 도구 교과이다. 그 중에서 아동들이 가장 중요하지만 어려워하고 후속 학습에까지 영향을 미치는 것은 구구단이다. 고학년이 되어서까지 곱셈 구구를 못 외우는 학생들은 지도가 어려울 뿐만 아니라 이후에도 지속적으로 수학 학습에서 뒤떨어지게 된다. 하지만 암기가 중심이 되는 부분이라 다른 것들보다 학습의 흥미가 떨어지고 시기를 놓치면 학습이 점점 더 어려워지는 단점이 있다. 이에 지금까지 어려웠던 어렵고 암기위주로 흘러가던 구구단을 음악과 연결시켜 보는 것은 어떨까란 생각을 하게 되었다. 여기에서 쓰이는 음악들은 모두 초등학교 교과서에 있는 음악으로 아동들이 친숙하게 느낄 수 있는 음악들이다. 이 소프트웨어는 2학년 뿐만 아니라 구구단을 어렵게 느끼는 고학년의 학습에도 도움이 되도록 제작하였다. 프로그램은 전체 구구단인 2$\sim$9단을 다루도록 하였으며, 각 단은 4개의 파트로 구성되어 있다. 1단계에서는 1-각 수까지 반복해서 세는 연습을 하였고, 2단계에서는 반복했던 수를 연결하여 띄어세기 연습, 3단계에서는 2단계에서 했던 띄어세기를 확장하여 구구단 연습을 해 볼 수 있도록 하였다. 정리단계에서는 각단의 구구단을 랜덤으로 배치하여 구구단의 복습이 될 수 있도록 하였다. 2,4,5,6,8단은 각기 박자에 맞춰서 구구단을 외우는 것이고 5,7 단은 박자에 맞추기 어려우므로 글자수에 맞춰서 구구단을 외우도록 하였다. 박자에 맞추는 것이 주가 아니라 수학을 배우는 것이 중심이므로 틀린 박자에 맞는 숫자를 누르는 것은 반응하지 않도록 하였다. 구구단 중간에 있는 수까지를 전부 제시함으로써 큰수와 띄어세기 그리고 구구단과의 관계를 이해할 수 있도록 하였다.

• Journal of Science Education
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• 제32권2호
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• pp.87-102
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• 2008

The purposes of this study were to analyze vocabularies used the section of 'Living Earth' in 11-grade Earth science textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 11th grade students as difficult ones. For the purpose, we extracted the Earth science vocabularies from six textbooks, and classified into the scientific and non-scientific vocabularies with SWA program based on the standard Korean language dictionary. Also, we investigated the difficulty of each vocabulary by using questionnaire to three hundred sixty students. From the results analyzed with the program, it was found that the frequency of the scientific vocabularies out of the level was the largest any other level in all textbooks. And from the survey, most of the vocabularies selected by students as difficult to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered in developing science textbooks and difficult vocabularies should be replaced to easy ones within the limits of changeless in the meanings.

• Journal of Educational Research in Mathematics
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• 제23권4호
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• pp.505-516
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• 2013

The purpose of this paper is to analyse the essence of proportional reasoning and to analyse the contents of the textbooks according to the mathematics curriculum revised in 2007, and to seek the direction for developing the proportional reasoning in the elementary school mathematics focused the task variables. As a result of analysis, it is found out that proportional reasoning is one form of qualitative and quantitative reasoning which is related to ratio, rate, proportion and involves a sense of covariation, multiple comparison. Mathematics textbooks according to the mathematics curriculum revised in 2007 are mainly examined by the characteristics of the proportional reasoning. It is found out that some tasks related the proportional reasoning were decreased and deleted and were numerically and algorithmically approached. It should be recognized that mechanical methods, such as the cross-product algorithm, for solving proportions do not develop proportional reasoning and should be required to provide tasks in a wide range of context including visual models.