• The Mathematical Education
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• v.62 no.2
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• pp.269-287
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• 2023

Matrix theory is widely used not only in mathematics, natural sciences, and engineering, but also in social sciences and artificial intelligence. In the 2009 revised mathematics curriculum, matrices were removed from high school math education to reduce the burden on students, but in anticipation of the age of artificial intelligence, they will be reintegrated into the 2022 revised education curriculum. Therefore, there is a need to analyze the matrix content covered in other countries to suggest a meaningful direction for matrix education and to derive implications for textbook composition. In this study, we analyzed the German mathematics curriculum and standard education curriculum, as well as the matrix units in the German Hesse state mathematics curriculum and textbook, and identified the characteristics of their content elements and development methods. As a result of our analysis, it was found that the German textbooks cover matrices in three categories: matrices for solving linear equations, matrices for explaining linear transformations, and matrices for explaining transition processes. It was also found that the emphasis was on mathematical reasoning and modeling when learning matrices. Based on these findings, we suggest that if matrices are to be reintegrated into school mathematics, the curriculum should focus on deep conceptual understanding, mathematical reasoning, and mathematical modeling in textbook composition.

• Journal of Science Education
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• v.39 no.2
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• pp.221-238
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• 2015

The purpose of this study was to analyze the introduced contents and the nature of science on the history of science in elementary school science textbooks according to the 2009 revised curriculum. For this purpose, first of all, the frequency of contents of history of science in 8 kinds of science textbooks in elementary school is analyzed by grade cluster and content part. Analysis framework for analyzing the introduced contents on the history of science was characterized with three-dimensional combination of the context, the role and the types(Park, Lee, & Lee, 2011). Analysis framework for the nature of science on the history of science was developed by Leite(2002) and revised by Choi (2005) and Kim(2010) and complemented under one expert in science education. The results of this study are as follows: First, the frequency of contents of history of science in textbook is 26 and it were not equally distributed into science textbooks in elementary school as a result of the analysis by grade cluster and content part. Second, with three-dimensional combination framework only 13 kinds were used in all 48 different types through analyzing the textbooks. It implies that ways of introducing contents of history of science into textbooks were limited to certain types. Third, the nature elements of science were not equally distributed on the history of science in elementary school science textbooks. In conclusion, in order to understand the nature of science through the history of science and to foster scientific literacy ultimately, it implicates that it is need to present various kinds of the history of science for one theme in consideration about the grade cluster and content part. Also more multilateral approach is need to introduce equally distributed into textbooks to reflect the elements of the nature of science.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.161-183
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• 2017

The purpose of this study is to develop a concept map in a visual instructional strategy so that meaningful learning can be done by structuring knowledge in the section of eco-friendly clothing life and reform clothes. For this purpose, ten textbooks for the 2009 revised were analyzed, and 10 sub-area were selected to develop the concept map. The development was done by using Cmap Tools V6.02 and the study process has progressed content analysis, concept extraction, and concept map development. The analysis process and results of this study are as follows. First, in the course of setting standards, the analytical standards were set for the 2007 revision and 2009 revision curriculum achievement standards. Second, in the process of content analysis and concept extracting, through the analysis of textbooks, 'clothing selection and purchase', 'clothing care and management' and 'clothing reuse and eco-friendly'. The concept was extracted by subdividing on the basis of general and comprehensive core concepts. Third, the development process of concept map was developed and revised based on the extracted concepts, and the concept map developed was the 'clothing purchase plan', 'points to consider when buying clothing' 'quality', 'handle with care', 'classify laundry', 'remove stain', 'water washing', 'repair clothing', 'reform clothing', 'eco-friendly clothing life'.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.1-15
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• 2017

The purpose of this study is to analyze the problems of land and sea breeze model experiment that has presented in $5^{th}$ grade curriculum in chapter "Weather and our lives" and makes better model simulation so that learners can have better and more effective way to study it. To survey the opinions from dedicated teachers about land and sea breeze model experiment, we produced the survey through interview with science exclusive teacher from M elementary school. An elementary science education expert, 3 men of science EdD modified and complemented survey and started Delphi survey to 12 science teachers who have career teaching more than 3 years. The problems found in this survey were 'one heat bulb, short heating time, small temperature difference of water and sand, lack of class time, empty space between sand and water, back of transparent boxes, little amount of scent and the location of the it' etc. But the most of all, it is hard to see the successful result of the experiment. Based on these kinds of investigations, and lots of trial and error, redesigned the new model experiment that has the most similarity to the real one and high probability of success. According to this, it was able to see the smoke forms horizontal movement along the sand and the smoke goes in one circulation cycle. through this experiment, we made a conclusion that although those scientific experiments in textbook were developed through lots of considerations of expert, to consider the aspect of consumer, it needs to reach the educational agreement about simulation experiment so that It can lead to successful experiment and high quality education.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• 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.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of Korean Society of Environmental Engineers
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• v.34 no.6
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• pp.365-372
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• 2012

Recently, regional society requires engineers to understand the international affairs and to be global experts endowed with leadership. General education appropriate to engineers should fulfill these needs and provide wide understandings in humanity. General sciences education should be also reinforced for the students taking low level science courses under 7th education program to improve learning ability of the major subjects in college. A general education component including humanity for the engineers could be trained continuously from primary school to college under the 2009 revised education program. Various opportunity for education should be provided through the special curriculum development at the college or department level, which trains experts who fulfill the need of community. Multi-major program is a substitute for offering the educational opportunity to the students in environmental engineering, one of multidisciplinary programs. Emphasized criteria of the curriculum requirements and adequate contents of general education need be also developed for supporting the students to take advanced courses in major.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.613-627
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• 2014

Elementary textbook ${\ll}Mathematics\;4-2{\gg}$ first published in 2014 according to the 2009 elementary mathematics curriculum has been dealing with concave polygons which were not treated in elementary textbooks according to the previous curriculum. However, n the present paper, to show that there is a need to reconsider the handling of the concave polygons, after discussions about the polygon, problems in handling the concave polygons were discussed in next two viewpoints: Does 2009 elementary mathematics curriculum allow handling of the concave polygons? are there any logical leaps in handling of the concave polygon? And the following reasons to reconsider the handling of the concave polygons are presented as conclusions. First, there was no process of publicizing the handling of the concave polygon. Second, the evidences that will justify the handling of the concave polygon can not be found in 2009 elementary mathematics curriculum. Third, there are logical leaps in the handling of the concave polygons. Fourth, there is no consistency in handling the concave polygons.