• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.9-17
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• 2010

This study was carried out to examine the tendency about the relative importance of STS education of the 6th and 7th primary science curriculum. The results of the research are as follows. Primary science textbooks in the 6th curriculum, average 13.3% of the total pages was assigned to STS contents but it is increased to 24.2% in the science textbooks of the 7th curriculum. STS constituents of the 6th primary science textbooks come out orderly applications of scientific knowledge(47.1%), relevance of a community(40%), social problems and issues(11.8%). Of the 7th science textbooks, the contents about applications of scientific knowledge amount to 67.1% of the total STS constituent and relevance of a community(32.2%) rank behind it. The contents of other components are not enough. The 6th science textbooks contents about the effect of technological development amount to 35.3% of the total STS subject area, and environmental quality(20.0%), natural resource(15.2%), energy(11.8%), sociology of science(11.8%) ranks behind it. In the 7th science textbooks ranking is the effect of technological development(42.3%), natural resource(17.3%), energy(12.5%), sociology of science(12.5%), environmental quality(20.0%). There are few contents about population, human engineering and space research and national defense in the science textbooks.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.109-128
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• 1992

Elementary science textbooks are the major instructional materials which contain sceientific objectives to be acquired by students. The purpose of this study is to analyze the development system, to evaluate the inquiry activity in current elementary science testbooks, and to make suggestions for the improvement of them. The questionnaires were administered to 116 subjects that participated in development of the 5th elementary science textbooks, and 86 of the subjects responded. Based on the data gathered and analyzed in this study, the major findings are as follows. First, regarding the analysis and evaluation of elementary science textbooks. 1. The instructional objectives in elementary science textbooks are analyzed. The proportions of comprehension objectives is 38%, scientific inquiry process objectives 21%, experimental skills objectives 7%, scientific attitudes and interests objectives 4%. 2. The science concepts in elementary science textbooks of the 3rd grade required the preconcrete operational level(82%) and of the 6rd grade required the postconcrete operational level (73%) by J. Piaget 3. The inquiry activities in elementary science textbooks are emphasizing gathering and organizing results and evaluation, and hypothesizing and designing an experiment Inquiry index of the elementary science textbooks is 76. This is significantly higher than 35${\sim}$50 of America and U.K.. 4. The number of questions per class hour is mostly three, and most of them require the students to explain phenomena in nature or in experiment Second, regarding the development system of elementary science textbooks. 1. The budget for and the period of the development of elementary science textbook should be expanded. 2. For the improvement of elementary science textbooks, more abundant resources and time should be used for the basic study and the field trial of textbooks. 3. The elementary science textbook must include the affective objectives as well as the scientific knowledges and scientific inquiry skills. 4. It is not desirable to assign equal number of pages to the content of physics, chemistry, biology, and earth science. 5. Closer cooperation system is needed among the ministry of education, development research center and the field trial schools.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.825-832
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• 2004

In this study, the history of science (HOS) presented at the chapter of "Inquiry of science" in high school science textbooks developed under the 6th and 7th national curriculam was analyzed and compared. A total of 57 sections from 19 textbooks (6th: 12 textbooks, 7th: 7 textbooks) were analyzed in terms of the domain and the presentation level of the HOS described. The results revealed that the frequencies of HOS per page of the textbooks under the 7th curriculum tended to be higher than those under the 6th one in all the domains (conceptual, procedural, and contextual), of which the difference in conceptual domain was statistically different. Regarding the describing level (limited and extensive) at the presentation of the HOS, the frequencies of extensive descriptions per page for the textbooks under the 7th curriculum were also significantly higher than those under the 6th one. The improvement of frequencies and presentation level of HOS in 7th national curriculum could help students to understand scientific concept and nature of science and to have an interest about science.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.315-326
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• 2013

In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3022-3029
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• 2011

One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.119-128
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• 1992

The contents of two elementary science textbooks are analyzed; they are HBJ Science and Holt Science. A) The ratio of the contents is as follows physics area, 21-27% ; chemistry area, 6-7% ; biology area, 32-41% ; earth science area, '27-31 %. B) The jobs related in science and technology are introudced in both textbooks. The kinds of jobs found in Holt Science and HBJ Science are 94 and 55, respectively. C) There cent developments in science and technology are introduced in Holt Science and HBJ Science are 57 and 46 times respectively. The introductoin of the recent development of science & technology and the jobs relcated in science & technology may interest children in science.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.443-454
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• 2000

The compilers of science textbooks during the enlightenment period of Korea had been active in teaching and writing of science education. Thus a research on their social and educational backgrounds would help us to understand the historical process of the formation of Korean science education. In finding out their backgrounds, the official government resumes and the bulletins of an academic society were used. It was found that seven compilers of science textbooks, with their known resumes and bulletins, studied in Japan and another six studied in Korea. However, most students who studied in Japan with the support from Korean government returned to Korea and took an active part in education. In the first place, they had written the scientific articles in the bulletins. Then, they published school textbooks, including science textbooks. However, their roles in the science education replaced with the Japanese teachers with the lapse of time. Furthermore, since they were rather specialists in translation than in subject matters and studies applied sciences in technical colleges, they did little to foster science and could not form a firm basis for an independent internal structure of science education in Korea.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.97-107
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• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.12-19
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• 2011

This study aimed to analyze the teachers' cognitions about the primary science textbooks(experiment and observation) used in elementary schools. This study surveyed 211 teachers in Seoul and Gyeonggi province. The data were statistically analyzed by SPSS WIN 10.0. The results of this study are as follows : Most of the teachers showed positive opinions on the directions of the compilation of experiment and observation textbook. Teachers used experiment and observation textbook as summary notes, experiment reports and evaluating methods. The experiment and observation textbooks should be compiled and reorganized in order as follows : Lesson introduction, inquiry activities, and intensive and supplementary activities which are followed by space of description in experiment and observation textbook.