• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.1-13
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• 2010

According to the 2007 national curriculum amendment, new 'informatics' textbooks have been used since 2010 as a textbook for middle school first graders and will eventually be used in other grades. However, only a few studies that have evaluated the 'informatics' textbooks, have been performed. What is worse is the fact that none of the evaluating tools even exist. Therefore, we propose the criteria of selecting 'informatics' textbooks in middle school. Its contents can be summarized as follows: First, this paper classifies previous studies on textbook evaluation into general criteria of selecting textbooks, method of textbook analysis based on how inquisitively students can learn and previous studies which analyzed existing secondary school 'informatics' textbooks and propose the criteria of selecting 'informatics' textbooks in middle school. Second, using the proposed selection criteria for 'informatics' textbooks and other evaluation criteria, five kinds of informatics textbooks were analyzed. Furthermore, it is expected that we can use the selection criteria as a material to choose the new 'Information science' textbooks, and to suggest alternative directions of future studies in the area of evaluating 'Information science' textbooks.

• 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.

• Journal of Korea Society of Industrial Information Systems
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• v.16 no.2
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• pp.191-198
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• 2011

In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

• 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.

• Proceedings of The KACE
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• 2018.01a
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• pp.143-146
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• 2018

본 논문에서는 2015 개정 교육과정에 기초한 중학교 '정보' 교과서의 '문제 해결과 프로그래밍' 단원에 대한 탐구적 경향을 분석하였다. 연구에서는 3종의 교과서를 대상으로 Romey의 분석방법을 적용하였으며, 4개의 분석요소인 본문, 자료, 활동, 평가에 대한 분석을 통해 탐구적 경향을 확인하였다. 분석 결과에 따르면, 두 권의 교과서는 3개의 분석요소에서 탐구적 경향이 높았으며, 한 권의 교과서는 1개의 분석요소에서 탐구적 경향이 높은 것으로 파악되었다.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.1-9
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• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.35-45
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• 2010

In this thesis, newly distributed informatics-1 textbook is analyzed according to the curriculum for middle school revised in 2007 and, as a result, a questionnaire is conducted to find solutions for early adoption of informatics-1 textbooks. The sample of this survey was limited to Kyungi province-based middle school teachers on Informatics-1. Items of the survey were chosen to explore the degree of satisfaction of teachers on the informatics-1 textbook and to discover contents requiring further necessary revision. Out of seven items concerning the satisfaction of the textbook, the item with the most positive responses was 'the consistency with the curriculum' with 95%. Also, the item with the most negative responses was 'the adequacy of contents and their organization' with 13%. In conclusion, we, based on the results from the questionnaire, proposed the introduction of various lecture materials and the training of teachers to learn new teaching methods.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• Communications of Mathematical Education
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• v.15
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• pp.141-146
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• 2003

중학교 기하교육의 목적은 학생들의 수학적인 상황을 보는 기하학적인 직관과 논리적 추론능력의 향상이다. 그러나 이 두 가지 모두 만족스럽지 못한 실정이다. 본 고에서는 중학교 기하교육의 문제를 직관기하와 형식기하의 단절이라는 보고, 직관기하에서 증명의 학습요소를 미리 학습하여 직관기하와 형식기하를 연결하자는 대안을 제시한다. 이를 위해 7-나 교과서의 증명요소를 분석하고자 하였다. 관련문헌을 검토하여 7가지 증명의 학습요소를 선정한 후, 교과서를 분석하였다. 분석 결과, 기호화를 제외한 다른 증명의 학습요소는 매우 빈약한 것으로 나타났다. 직관기하 영역에 대한 교과서 구성이 개선될 필요가 있음을 알 수 있다.