• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.485-494
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• 2013

In this paper, both content analysis and Romey analysis were employed to analyze 'Basic Information Technology' textbooks in technical high schools. Not only was the content analysis employed to study the organization and contents of the textbooks, but also the Romey analysis was applied so as to determine inquisitive tendency on four factors - text, data, activity and evaluation. The results from content analysis showed that the total number of pages, reading material, the number of concepts introduced in each section, and the use of application software demonstrated a discrepancy among textbooks. Also, Romey analysis showed that while the section 'text' was written with relatively low inquiry tendency for its authoritative tone, two textbooks showed high inquisitive tendency for section 'activity'. Finally, based on the obtained results, the ways to improve 'Basic Information Technology' textbooks were proposed.

• KIPS Transactions on Computer and Communication Systems
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• v.1 no.1
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• pp.21-28
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• 2012

In this paper, both content analysis and Romey analysis were employed to analyze three 'General Computer' textbooks used in commerce and information high schools. The content analysis was employed to study the organization and contents of the textbooks, whereas the Romey analysis to determine the inquisitive tendency of four sections - Text, Data, Activity and Evaluation. The results from the content analysis showed that textbooks differed in the number of subsections, the number of pages in each section, and the number of concepts introduced in each section. Also, results from the Romey analysis demonstrated that the section Text in all the textbooks was written with a low level of inquisitive tendency, but also that they differed in that two other sections Data and Activity in one textbook exhibited a high level of inquisitive tendency while the other section Evaluation in two textbooks did. Using the aforementioned results, we proposed ways to improve the readability of 'General Computer' 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.

• KIPS Transactions on Computer and Communication Systems
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• v.4 no.7
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• pp.219-226
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• 2015

In this paper, we study the inquisitive tendency in informatics textbooks for middle school students. These textbooks were written in 2009, and have been adopted in 2013 as part of the curriculum. The research is based on six textbooks, which passed qualification tests, and is mainly focused on the section 'composition and movement of information equipment', which covers contents for the student's major field of study. Romey analysis was employed to analyze inquisitive tendency in four sections - text, data, activity and evaluation. The results illustrated that some textbooks were organized in a way that exhibited a low level of inquisitive tendency for students, and took an authoritative tone. The section 'activity' showed the highest level of inquisitive tendency and the 'text' showed the lowest level. Some sections in the textbooks were found to have zero Romey measures, which stress the need for improvement.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.21-29
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• 2021

This paper analyzed 'Education with Robots' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the elementary school 'Education with Robots' unit. On the contrary, in the middle and high school textbooks research were sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an inquiry type textbook. As a result of analyzing textbooks, there was no ideal textbook with an inquisitive disposition in all analysis elements, and in all textbooks, the analysis element with the lowest inquiry disposition was the text, and the highest analysis element was activity.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.347-354
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• 2008

Many advanced technologies of computer and internet make the information communication technology education to be changed in elementary schools. The transition from the education of computer utilization to the education of computer science knowledge in ICT education area helps the child to enhance his or her logical thinking and the abilities of problem solving. In this study, we did some analysis of textbooks which have the updated information communication technology education, supporting these features. We collected six textbooks developed according to the guideline of information communication technology education since 2007. The main contents of this study are systematic analysis, quantity analysis and Romey's analysis about six textbooks. Specially, we found that 'Understanding of Information Society', 'Understanding of Information Processing' and 'Various Activity' among the ICT five area in textbooks support student's inquiry activities in elementary schools.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.51-59
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• 2012

In this paper, inquisitive tendency was analyzed within the 'problem solving method and process' section in high school informatics textbooks, which were adopted starting from 2011. Romey analysis was applied to each four section - text, data, activity, evaluation - in six textbooks. The results showed that the textbooks displayed a low level of inquisitive tendency since they were written without much of participation from students. Out of the sections that were analyzed, the section 'activity' showed the highest degree of inquisitive tendency. Also, based on the obtained results, we proposed ways to improve high school informatics textbooks.

• KIPS Transactions on Computer and Communication Systems
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• v.8 no.5
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• pp.103-110
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• 2019

In this research, one common chapter, Problem Solving and Programming, in seven different types of high school informatics textbooks was analyzed in terms of the aspect of learners' explorations. These textbooks were newly developed based on the 2015 revised national curriculum. Romey's analysis was used to the textbooks along with four analytic elements: texts, data, activities, and evaluation. The study results showed that the textbooks can highly encourage learners' further explorations according to the four analytic elements reflected in the seven textbooks: one out of the six textbooks well designed for texts, three for data, six for activities, two for evaluation. In terms of Romey's involvement index points, six of the seven textbooks had low indexes of texts, ranging from 0.175 to 0.393. Data indexes were extremely low in four out of the seven textbooks, ranging from 0.058 to 0.226. Five out of the seven textbooks had very high indexes of evaluation in the broad range of 2 to 6.333 points. Furthermore, these newly designed textbooks can more greatly facilitate students' explorations than previously existing textbooks in three elements: texts, data, and activities. Evaluation indexes significantly increased in these new textbooks from 0.916 to 3.914, which had excessive points in terms of promoting students' explorations. Further methods to improve the textbook quality is proposed based on the results from this analysis.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.615-622
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• 2020

This paper analyzed 'Software Education' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the case of the elementary school 'Software Education' unit. the inquiry analysis was insufficient. On the contrary, in the middle and high school textbook research was sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an exploratory textbook. As a result of analyzing textbooks, there was no ideal textbook with inquiring tendencies in all analysis factors, and different analysis factors with high inquiring tendencies were found in each textbook. In the entire textbook, the analysis element with the lowest inquiring tendency was the text, and the highest analysis element was the activity. The analysis factors with the greatest deviation in the evaluation index between textbooks are data and evaluation.