• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.292-302
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• 2005

Science museum are the typical channels for students to experience science as outside school science lessons. Hereupon, in this study, middle school earth science contents system and achievement standards by the 7th Curriculum analyzed exhibit of science museum for basis. As a result, relevance between accomplishment level and Exhibition was insufficient in curriculum, and the area of geology in the exhibition overemphasized. Therefore, exhibit that consider curriculum is required. hereafter, Result of this study presents display of science museum and direction of education.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.190-200
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• 2007

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.550-559
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• 2002

This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion', As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, it is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.549-557
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• 2014

In this study, the readability of the texts in the third and the sixth grade science textbooks developed under the 2007 revised science curriculum were analyzed in terms of word and sentence units. In the word unit analyses, the levels of the words in the texts were classified into four categories, 1st to 4th levels. In the sentence unit analyses, the sentences in the texts were classified either a simple sentence or compound/complex sentences, and the average length of the sentences was also calculated. The results indicated that more than 90 percents of the words in the 2007 revised science textbooks were classified as the 1st to the 3rd levels. However, both the kinds and the frequencies of the words in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. In particular, it was found that the increasement in the 3rd grade science textbook was noticeable. The ratio of the compound/complex sentences in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. The average length of the sentences in the 2007 revised science textbooks was also increased.

• Proceedings of the Zoological Society Korea Conference
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• 2003.08a
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• pp.217.4-217
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• 2003

No Abstract, See Full Text

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.597-606
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• 2014

The purpose of this study is to survey and analyze difficulties in teaching and learning elementary school science on the chapter titled 'electric circuit'. 28 elementary school teachers who teach 5th grade science and 73 5th grade students in elementary school were taken part in this survey. The pilot questionnaire was distributed to find out both the degree and the reason of difficulties in teaching and learning. The answers are analyzed with four areas to extract elements which make class difficult; Learner factors (L), Instruction factors (I), Curriculum & textbooks factors (C), and Environment factors (E). The results are as follows. (1) It can be seen that both students and teachers feel the highest difficulty in 7th lesson 'the direction of current', while they felt little difficulty in lesson 3 'conductor and nonconductor' and lesson 8 'the safety of electricity'. (2) The most mentioned reason of difficulties in teaching and learning was Learner factors (L). (3) Teachers felt many difficulties in experimental environment. On the other hands, students didn't think experimental failures as serious trouble. (4) Students felt many difficulties in new terms and hazy concepts or expressions. (5) Teachers felt a lot of difficulties in those from Curriculum & textbooks factors.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.154-163
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• 2012

In this study, we analyzed the proportions of STS content, components, topics, and types of the activities of STS content in the elementary science textbooks developed under the 2007 Revised National Curriculum. The analyses of the results revealed that the percentage of STS content included was 15.9% by the number of pages, and 13.5% by the lesson hour. By the components of the STS content, the proportion of 'application of science', 'science-technology and our life' and 'social problems and issues' were large. Most STS topics were related to the 'effects of technological developments' and 'environmental issue', and the topics of 'family and population' and 'human engineering' were few. By the types of the activities, reading was the most, and investigation and writing were also found. Compared with those of the science textbooks developed under the 7th National Curriculum, the variety of components of the STS content increased, but the proportion of STS content and the variety of activities of STS content decreased in the science textbooks developed under the 2007 Revised National Curriculum.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.501-510
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• 2005

An analysis was done on the “inquiry sections” of Earth Science chapters of 10th grade science textbooks. The Inquiry sections were classified into different types and the frequencies of basic process skills, integrated process skills, and inquiry activities were measured in section to find out whether they sufficiently satisfy the requirements based on the 7th National Curriculum. The number of selected science textbooks that have been used in high school for this study were eleven. The number of inquiry tasks were on an average of 24.0. The types of inquiry sections and the elements of basic and integrated process skills were different in every textbooks. The number of inquiry activities were also different and analyzed more than those presented. They were not integrated activities but presented as scientific process skills. The basic process skills and integrated process skills presented in textbooks were $16\%\;and\;77.2\%$, respectively. However, the distribution of two kinds of process skills were analyzed to be $45.6\%\;and\;55.4\%$, respectively. In the process skills, the frequencies of inferring $(49.5\%)$ and data interpretation (68.7%) were the highest; however, the other process skills including recognizing problem, formulating hypothesis and generalization were not even presented in any of the text books. Due to the lack of the definitions of Science process skills and inquiry activities in the 7th National Curriculum, each text book defined these terms differently. It suggests that the meaning of inquiry, science process skills, and inquiry activities should be operationally defined in the national curriculum and the criteria for construction of inquiry activities are required.

• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.