• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1273-1284
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• 2013

The purpose of this study was to analyze the examples represented in school science textbooks by the function types for students' scientific conceptions. According to the framework of analysis, we selected lacking examples in the textbooks, and developed a questionnaire for students. The questionnaire was applied to 157 third grade students to survey their conceptions related to matter states and change of states. The ratio of students' scientific conceptions related to solid the state was high because distinct examples were represented in the textbook. However, the ratios of students' scientific conceptions related to the liquid and gas states were low because there were no distinct examples in the science textbook. Contrast examples and expansive examples of liquid and gas such as fog and steam need to be represented in science textbooks in order to help students construct scientific conceptions of matter states and change of states.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.627-633
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• 2003

This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.79-92
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• 2022

This study examines the propositional connections and markers for connecting propositions in the texts of the 3^rd- and 6^th-grade science textbooks developed under the 2015 Revised Science Curriculum. A selection of texts from Korean and social science textbooks were analyzed and compared to those from science textbooks as well. The propositional connections were classified into emphasis, elaboration, exemplification, listing, addition, order, correspondence, causal relation, condition, and purpose types. The markers for the relationship of propositions were classified as demonstrative, using conjunctive, using a comma, using distinctive linguistic elements, and no marker types. The results showed that the frequency of propositional connections in the texts of the 6^th-grade textbooks was lower than that of Korean and/or social science textbooks. However, the frequency of the propositional connections in the texts of the 3^rd-grade textbooks was found to be lower than that of the social science textbook but higher than that of the Korean textbook. The types of order, listing, condition, and causal relation were dominant in science as well as Korean and social science textbooks. Over 40% of the markers for the relationship of propositions were found to be the no marker type, with the ratio of the no marker type being especially higher in the categories of order and causal relation.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.29-38
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• 2021

The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.478-489
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• 2002

In this study, we identified the conceptions of heat and temperature on a basis of the science history, and analyzed the explanation types in elementary, and secondary school science textbooks. From these data, we tried to discover the cause of students' misconceptions. The results revealed that the explanation types of the textbooks don't include modem sight. Different conceptions developed in different era mixed in the textbooks. We can infer that students who learn heat and temperature concept by the textbooks could have misconceptions because of the above problems.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.224-234
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• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.451-458
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• 1998

The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

• Journal of Science Education
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• v.38 no.2
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• pp.270-285
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• 2014

The purpose of this study was to explore what a science lesson using a digital textbook looked like and what kinds of implications could be drawn from the lesson. The study qualitatively described a 4th grade science lesson in the unit of Earth and Moon, analyzed the structure of the lesson, and critically interpreted the meaning of it. It was revealed that the introduction of a digital science textbook did not bring about changes in the already patternized structure of elementary science instruction as well as in the manner of classroom interaction. The result was followed by discussion concerning the ways the use of a digital textbook could change elementary science instruction and enable new types of classroom interaction. It was suggested that negotiations should be reached about the nature of digital science textbooks and their developments and that the teacher's own pedagogical roles in the science classroom should be improved.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.289-296
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• 2002

The purpose of this study is to analyze STS contents in the elementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The Percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour, Higher proportions of the STS contents are found in the domains of ‘energy’ and ‘material’. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are 'group activity' or 'experiment.observation'. There are few activities of 'role playing', 'spot study' or 'interview'. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.