• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.427-437
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• 2022

The purpose of this study is to examine elementary school teachers' perceptions of digital textbooks to gain insight into the development of digital textbooks. To this end, first, eight functions of the digital textbook were set, and two to six detailed functions were set for each function. Afterwards, based on this function, 372 elementary school teachers across the country were asked to ask about their perception of digital competence, their experience of using digital textbooks after COVIE-19 and their perception of digital textbooks. A simple regression analysis was used to examine the perception of digital textbooks according to the perception of digital competence and a one-way distribution analysis method was used to analyze the perception of digital textbooks according to the experience of using digital textbooks. The analysis found that elementary school teachers' confidence in their digital competence had a positive effect on all components of digital textbooks. In particular, the teachers' higher confidence in digital competence led to the increased need for 'operation and management' functions. In addition, the teachers who frequently use digital textbooks perceived a higher need for digital textbook components except for 'searching' and 'Authoring Tools Support' than teachers who do not use them. This paper shows that it is necessary to positively induce elementary school teachers' perceptions of digital competence and encourage using digital textbooks to successfully increase the usage of digital textbooks in classes.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.504-510
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• 2004

정보 사회의 급속적인 발달로 인해 컴퓨터 교과가 독자적인 교과로 채택되어야 하는 필요성이 높아지고 있다. 현재 사용하고 있는 초등학교 컴퓨터 교과서는 기능위주의 교과서로 구성되어 있어서 독립교과로서의 컴퓨터 교과서로는 사용하기 어렵다. 따라서 본 고에서는 독립교과로서의 컴퓨터 교과서의 새로운 단원 구조를 제시해보고 그 예시안을 제안하며, 컴퓨터 교과서의 형태 측면에서 보조교과서의 형태 방향과 e-textbook의 형태 방향을 제안하였다.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.525-542
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• 2022

The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.93-108
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• 2023

This study aims to analyze the types and roles of visualization materials presented in the third- and fourth-grade national and authorized science textbooks based on the 2015 revised curriculum. Using the type and role framework, 17 chapters were analyzed. The analysis revealed, first, that the national and authorized textbooks had different total amounts of visualization data and total amounts of simple illustrations. However, no difference in the amounts of simple illustrations and infographics used in the units was evident. The units that used the most infographics were Life, Earth and Universe, in that order, in both the national and the authorized textbooks. Second, simple illustrations were observed to have role differences according to the type of visualization data, but infographics had no such differences. Specifically, the motivational role in a simple illustration increased in all the authorized textbooks. Third, looking at the frequencies of the infographic subtypes, the Process, Structure, Comparative Analysis, and Timeline types accounted for 86% of the total, but the proportions of those subtypes varied in the national and authorized textbooks. Based on the results of this study, I suggest that to achieve differentiation in the types or roles of visualization materials, changes in the types, processes, and skills of inquiry must first occur, as must changes in the structure of chapters or lessons. Continuous research and discussion on the standards and methods for authorized textbooks are also needed.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.267-287
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• 2015

In this paper, based on the results of analysis on types and strategies of estimation in measurement in the textbooks according to 2009 revised elementary mathematics curriculum, the following four implications are suggested for curriculum development and textbook development for a later date. First, it is necessary to reconcile curriculum and textbooks in contents for estimation in measurement. In 2009 revised elementary mathematics curriculum, only estimation in length, estimation in capacity, estimation in weight, estimation in angular measure are presented. However, estimation in time and estimation in area are presented in textbooks. Second, it is necessary to introduce various strategies for estimation in measurement. In teacher's manual, three strategies like using referent, chunking, unitizing are illustrated. But in textbooks, such strategies are not illustrated properly. Third, the meaning of the 'estimate' need to be clarified. In textbooks, 'estimate' are used also in other contexts. Fourth, it is necessary to clarify whether or not to deal with estimation in time, estimation in area, and estimation in volume in the school curriculum. In 2009 revised elementary mathematics curriculum, estimation in time, estimation in area, and estimation in volume are not mentioned explicitly.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.55-69
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• 2016

The purpose of this study is to investigate statistical units of elementary school mathematics textbooks upon on the statistical problem solving process to provide useful information for qualitative improvement of developing curriculum and teaching materials. This study analyzed the statistical units from the textbooks of 1st to 6th year along the 2009 revised national curriculum. The analysis frame is based on the 4 phases of the statistical problem solving process: formulate questions, plan and collect data, present and analyze data and interpret data.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.35-43
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• 2010

The "Information and Communication Technology Education Guidelines" was revised in December, 2005. However, students are still not taught the contents in the "Information and Communication Technology Education Guidelines Rev." and are not taught the contents in the "Understanding of the Information Processing" area among them in particular. Therefore, we analyzed the contents in the "Understanding of the Information Processing" area of the elementary ICT textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines" and programming languages using elementary school are too many. The revision of the elementary ICT textbooks must be settled without delay and the certification systems of elementary ICT textbooks must be improved.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.19-35
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• 2014

In this study, an experimental elementary school mathematics textbooks in use in the effects of the storytelling investigated. For this purpose, three different elementary schools teachers and students to a group of grades 3-4 mathematics textbooks for the effects of the storytelling questionnaire study. Survey, teachers were given an overall rating of storytelling in mathematics textbooks were positive recognition. Specifically, learning motivation and communication have significant positive recognition and learning of mathematics content that was helpful. The students are given an overall rating of storytelling textbooks showed a positive reaction. Grade 3 students were more positive than the four-year students. More specifically, mathematics is interesting storytelling. That public education was more fun than private supplementary education. But for storytelling low-level math students need measures showed insignificant changes.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.194-209
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• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.21-38
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• 2012

In this study, elementary mathematics textbooks from grade 1 to grade 6 of Korea and Yanbian Korean Autonomous Prefecture are compared. This study is limited to number area. In this study, textbooks of Korea are developed according to the 2007 curriculum and published between 2009 and 2011 and textbooks of Yanbian are published between 2009 and 2010. Seven implications for developing Korean textbooks can be drew from Yanbian textbooks as conclusions. First, it is necessary to consider using counters to teach place values. Second, it is necessary to consider reading inequalities in style of one to one correspondence between signs and words. Third, it is necessary to consider mentioning explicitly that it is possible to express the concrete whole which has a continuous quantity as natural number 1. Fourth, it is necessary to consider introducing term of fraction line that separates the numerator and denominator. Fifth, it is necessary to consider mentioning explicitly the properties of the fraction. Sixth, it is necessary to consider broadening examples to use decimals. Seventh, it is necessary to consider stating clearly that it is possible to make an additional place of decimals by adding a zero at the right end of the decimals.