• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.418-431
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• 2022

In this study, we analyzed the form, presentation, and interactivity of external representations presented in the matter units of elementary school science digital textbooks developed under the 2015 Revised National Curriculum. The analytic framework of the previous study was modified and supplemented. The matter units in the 3rd-6th grade science digital textbooks were analyzed by dividing them into "body texts" and "inquiries" area. The results revealed that visual-verbal and visual-nonverbal representations were presented the most. Conversely, audial-nonverbal representations were presented at a high frequency only in the body texts, and audial-verbal representations were presented at a low frequency in both the body texts and the inquiries. Regarding the presentation, when verbal and visual-nonverbal representations appeared together, visual-verbal and visual-nonverbal representations were primarily presented together. In some cases where visual-verbal, audial-verbal, and visual-nonverbal representations were presented together, information on visual-verbal and audial-verbal representations was presented redundantly. Audial-nonverbal representations unrelated to contents were presented along with other external representations, and the frequency was particularly high in the body texts. Regarding the contiguity, no visual-verbal and visual-nonverbal representations were presented on different pages, and no audial-verbal representations were presented asynchronously with visual-nonverbal representations. Regarding the interactivity, explanatory feedback and low-level manipulations were mainly presented. Based on the results, implications to improve digital textbooks are discussed from the perspective of multiple representation-based learning.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.261-273
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• 2019

The purpose of this study was to analyze the science writing tasks in elementary science textbooks and workbooks using the presented form and the writing components analysis framework. For this study, the science writing tasks in the 2007, 2009 and 2015 revised elementary science textbooks and workbooks were analyzed. The results of this study are as follows. As a result of analyzing the presented form of science writing tasks, the number of books for science writing tasks was reduced and the tasks were changed to unclear form as the curriculum was revised from the 2007 to 2015. And the science writing tasks in the 2009 revised 5th~6th grades group were presented as writing and drawing, and they appeared as the most desirable form. As a result of analyzing science writing tasks using the writing components analysis framework, there was a difference according to the curricula and the grades groups, but they tended to be focused on some sub-factors. However, the science writing tasks reflecting the most diverse sub-factors were presented in the 2007 revised 5th~6th grades group.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.56-65
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• 2015

The purpose of this study is to investigate how elementary school student understands or students understand the illustrations on the phase change of the Moon in science textbook and to find out how textbook illustration helps students form the conception of the phase change of the Moon. To identify this purpose, we selected illustrations on the phase change of the Moon in the science textbook revised in 2007 and 2009 revised science textbook. For this study we selected and interviewed 20 students in the fifth grade. We integrated all data collected through interviews and created a transcription and a protocol and then, confirmed scientific conceptions related to the phase change of the Moon in students' illustration reading. The result are as followings: First, students read more scientific conceptions related to the phase change of the Moon in illustration of the 2009 revised science textbook which is presented with the universal observer's view point and the earth observer's view point. Second, students who find meaning in the various elements of the illustration and interpret with the integration of the various elements, get a lot of relevant information from illustration. All students have no differences recognizing the elements presented in illustration. But there are differences of contents of illustration reading depending on how students interpret the illustrations with integration of the various elements and if students cannot figure out the four scientific concepts needed to understand the phase change of the Moon, they ignore the information provided by illustration or analysis in their own way according to information provided by illustration. So misconception appears in this process.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.307-324
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• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.770-782
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• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of Science Education
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• v.45 no.3
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• pp.317-325
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• 2021

The purpose of this study is to analyze the readability of the 2015 revised elementary science textbooks at the vocabulary and sentence levels, and to provide an opportunity to use vocabulary and sentences with an appropriate level of readability for writing textbooks in the future. To do this, the readability of the 2015 revised elementary science textbook was analyzed and the vocabulary and sentence level the readability of sentences defining scientific terminology were analyzed. The results were then compared to the readability of previous curriculum textbooks. The results are as follows: first, the grade average of vocabulary remained at 1.5-2.1, with vocabulary appropriate to the elementary school level being used on average. However, grades 4 to 5 vocabulary are distributed at a relatively high rate. Second, the sentence-level analysis shows that the sentence lengths for the third and fifth grades were relatively long and the percentage of simple sentences was low. Third, compared to other curriculum textbooks, it was confirmed that the proper level of readability was maintained at the vocabulary level, but that the sentence lengths and the percentage of simple sentences could adversely affect the readability of third-grade science textbooks.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.1
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• pp.743-752
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• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.411-431
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• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.