• The KIPS Transactions:PartA
• /
• v.19A no.1
• /
• pp.9-16
• /
• 2012

Abstract In informatics subject, a good understanding of information representation and the structure of materials is the first step to acquire the basic principles of computer science. But few studies have ever focused on the educational significance of the structure of materials in informatics subject or how to organize materials in a manner to stimulate students to introspect. The purpose of this study was to examine whether the 'information representation and management' sections of informatics textbooks of the revised 2007 curriculum that have been in use since 2010 had an inquiry tendency or not. As a result of analyzing the textbooks by utilizing Romey method, one textbook was found to have an inquiry tendency in terms of texts, figures/diagrams, activities and questions at the end of chapters. If textbooks are just organized to convey knowledge, it might result in making students less interactive in class. Specifically, informatics is a subject to teach basic problem-solving skills by using IT, and the findings of the study suggest that students who get less interactive in class are likely to have less chances to learn about how to solve the given problems in diverse ways.

• Journal of the Korean Chemical Society
• /
• v.56 no.6
• /
• pp.739-750
• /
• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'pure substance and mixture compound', 'ionic compound', 'molecule' on the 'science2' textbooks by the 2007 revised curriculum. The three types of Curriculum Analysis Taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science2' textbooks. The first, the cognitive demand level about 'pure substance and mixture compound' on many textbooks is a late concrete operational stage because of class inclusion and hierarchical classification. And the descriptions as 'pure substance is conserved even when mixed with other pure substance' is a early formal operational stage. The second, the cognitive demand level about 'ionic compound' and 'molecule' is a early formal operational stage, because of "Formal modeling is the indirect interpretation of reality by deductive comparison from a postulated system with its own rules" and "Atoms have a structure". The third, the terms as 'ionic bonding', 'ionic compound', 'chemical formula', 'covalent bonding', 'covalent compound', and 'molecular formula' have been used on many 'science2' textbooks. Those terms would be used later on 'chemistry I' and 'chemistry II' in senior high school but not even 'science3' and 'science'.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.2
• /
• pp.79-101
• /
• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• Journal of the Korean Chemical Society
• /
• v.56 no.4
• /
• pp.518-529
• /
• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'element', 'periodic table', and 'atom' on the 'science 2' textbooks by the 2007 revised curriculum. The three types of CAT (Curriculum Analysis Taxonomy) have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 2' textbooks. The cognitive demands level about 'elements' on many textbooks is a late concrete operational stage, because the descriptions of 'element' are pure substances or no more split into anything simpler substances. That cognitive demands level about one textbook is a early formal operational stage, because the descriptions 'element' are a substance of one kind of atom. The cognitive demands level of 'periodic table' on many textbooks is a late concrete operational stage, because the descriptions about 'periodic table' are the hierarchical classification for the categorizing reality. And the cognitive demands level of 'periodic table' is a early formal operational stage, because the descriptions about 'periodic table' are a collection of 'families' or two-way gradation of elements. That cognitive demands level about one textbook is a late formal operational stage, because the descriptions of 'periodic table' are a complex classificatory structure linking atomic structure. The cognitive demands level about 'atom' is a early formal operational stage because of the descriptions as "atoms have structure, some atoms are the same, or others are different".

• Journal of The Korean Association of Information Education
• /
• v.15 no.2
• /
• pp.253-264
• /
• 2011

The 2007 revised curriculum designated information-related subjects informatics and changed the direction of education by stressing problem-solving skills in consideration of the characteristics of the subject. The purpose of this study was to examine whether the problem-solving method and process sections of informatics textbooks had an inquiry tendency to foster the problem-solving skills of students. Four textbooks that were widely selected from among the authorized textbooks were analyzed by utilizing Romey method. As a result, just one textbook was found to have an inquiry tendency in terms of texts, but every textbook had a sufficient inquiry tendency in terms of activities. But in terms of structure, there were some problems that commercial softwares were utilized and some softwares employed a particular programming language. The findings of the study suggest that no question should be posed about intrinsic inequality in conjunction with textbook selection, and that textbooks should be structured not to make students adversely affected by learning environments.

• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.658-672
• /
• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.2
• /
• pp.31-49
• /
• 2014

The purpose of this study is to examine how the father involvement suggested in the Home Economics textbook through the development of gender-equal society and provide the basic data for the development of a standard for the father involvement in the viewpoint of gender equality. For this, the father involvement depicted in the main text, photos, and illustrations included in the Home Economics textbooks were examined. A total of 34 Home Economics textbooks written based on the curricula from the 1st Curriculum up to the 2007 Revised Curriculum were analyzed centering on the contents and the quantity of the text, supplementary materials, photos, and illustrations. The following are the results of the analysis. First, the Home Economics textbooks based on the 1st to 3rd Curriculua only described the traditional father involvement, and photos and illustrations did not specifically describe the role of the father. Second, the Home Economics textbooks based on the 4th to 5th Curricula began to show changes such as the image of the father sharing household responsibilities. Third, the Home Economics textbooks based on the 6th Curriculum suggested more active involvement of the father such as sharing the equal responsibility for the upbringing of children and sharing responsibilities for child care and housework. Fourth, the Home Economics textbooks based on the 7th Curricula up to the Revised Curriculum of 2007 emphasized the father's involvement of upbringing children. Especially, a variety of contents including the domestic responsibilities of the father, the correction of the "work-first" attitude, and gender equality related contents were suggested to promote gender-equal society further. Said results show that the contents related with gender equality and the descriptions about the father role in the viewpoint of gender equality are steadily increasing in Home Economics textbooks. However, there were still problems such as the gender-role division regarding the involvement of the father in the family and temporary responses to social demands. Open debates between the experts in the education of Home Economics and experts in family life may be required in order to improve said problems.

• Journal of the Korean Chemical Society
• /
• v.56 no.3
• /
• pp.363-370
• /
• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.203-219
• /
• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.

• The Journal of Korean Philosophical History
• /
• no.28
• /
• pp.117-153
• /
• 2010

It seems that the education of environment in a discipline of morality has not been systematically given in the middle school. In the Seventh Course of education, the aim of moral education for the middle school has no content concerning environment. And there is no chapter of environment in all the textbooks for the first, second and third grade in the middle school. The content of environment is largely introduced in order to explain a series of key content in the chapters of discussing 'personality', 'courtesy of neighborhood', 'conflict of value', 'civil morality' and so on. Even we can say that its descriptions are aimless, instrumental and secondary for education. Recently, it is no exaggeration to say that the education of environment is not effectively carried out in a discipline of morality of the middle school. In the 2007 revised course of education, there are some content of environment in the aim of morality and its education, and a chapter of "environment and Morality" is newly established. From now on, a new textbook of morality is being made according to the currently revised course of education. It will be gradually useful for the first grade in 2010, for the second grade in 2011, and for the third grade in 2012. It is possible to say that it will add momentum to effectively carrying out the education of environment as part of a discipline of morality in the middle school. Taking it into a detailed consideration, however, the education of environment in this revised course of education cannot help including a serious problem, either. This is because, a chapter of environment is included only in the first grade of middle school, and, according to a prescription of writing criterion established by the Ministry of Science and Technology, there can be no overlapping content for each grade. It will more likely that the education of environment will be given only in the first grade, not in the second and third grade at all. Therefore, it seems to me that, firstly, such a prescription established by the Ministry of Science and Technology will get free, and then the education of environment will be systematically given to the levels of the second and third grade.