• School Mathematics
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• v.18 no.2
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• pp.349-373
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• 2016

Comparison of curriculum between various countries is a major research method for studying a course and content quoted on Korea's national curriculum. Therefore this research focuses on comparing and analyzing a new curriculum which Australia has announced on 2012 and conducting since 2015. From this research result, we found that Australia's curriculum achievement shows some unique characteristics. Such examples can be dealing a concept with real life context and proposing a mathematical content specifically. Also they introduce the definite integral by defining to the sum of series. There are other characteristics such as modelling motion, and numerical integration which Korea's highschool curriculum achievement doesn't deal with, and the content of vector calculus is handled more deeply. As a result of analyzing Australia's textbook, it fully deals with the supplementary notion to help understand mathematical definition. Hence further research will be needed later on to relieve the aspect of cognitive burden on Korean learners.

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.57-79
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• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.134-141
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• 2011

This study intended to examine the differences through comparative analysis of the illustrations and contents in the 3rd-6th grade elementary science textbooks of Korea and Finland. The analysis of the types and illustrations in the Korean and Finnish textbooks revealed that the textbooks of both counties provide many photographs and illustrations, so as to deliver data mainly in the form of realistic illustration. In Korean textbooks, photographs were mainly used to guide the students into experiments and to train the students in analyzing and interpreting data. In contrast, the Finnish textbooks place more emphasis on pictures and photographs to enhance their interests and curiosity and understand. The Korean textbooks should place more emphasis on the pictures in order to encourage elementary school students to interest and understand. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considered in future Korean textbooks.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.132-143
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• 2013

The purpose of this study was to examine the nature of inquiry activities proposed in high school physics textbooks that were developed based on the 2009 science curriculum in Korea. The inquiry activities were analyzed using the notion of scientific practices introduced in the Science Education Framework (NRC, 2012). The results showed that the inquiry activities in the textbooks emphasized two of eight types of scientific practices including "Analyzing and interpreting data" and "Constructing explanations". In contrast, the activities required students to "ask questions" only once in a total of 291 science inquiry activities. The other types of scientific practices appeared less than 10%. Also found was that the types of scientific practices were not relevant to the way inquiry activities were used for textbook content. Implications for the curriculum and science teacher education were discussed.

• Journal of the Korean Home Economics Association
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• v.50 no.8
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• pp.21-40
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• 2012

This study is to respond to the urgent demands of both society and times on public schools in regards to training an educated person who can cope with the financial environment of this diversified modern society. Therefore, this study will explain the concept of Financial Consumer Education and its trends of several other countries. By focusing on the current state of Korean Financial Consumer Education, it will call attention to the needs of introducing Financial Consumer Education to the school curriculum in order to educate students about finance systematically. To support our viewpoint, this paper analyzed and organized the materials concerning Financial Consumer Education in two curricula (2007 and 2011 Revised National Curriculum), and in a Practical Arts (Technology Home Economics) textbook of the 2007 revised version. Hence, the purpose of this study is to explore the desired direction and revitalization of Financial Consumer Education by analyzing the existing curricula. Even though the content of finance education begun from one of the subcategories of consumer education called 'Financial Management,'the number of research about financial education through public education has been increased in response to the social and academic consensus. Therefore, we suggest the re-conceptualization of consumer education for financial education is necessary. Therefore, this paper suggests that Financial Consumer education in a Practical Arts (Technology Home Economics) should not be regarded as only one of the components of Consumer Education. Instead, by raising it to the status of Financial Customer Education, it is required to teach the learners to improve their personal financial management skill as well as to help them achieve financial knowledge, skill, and attitude as financial consumer.

• Journal of the Korean Chemical Society
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• v.57 no.2
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• pp.279-288
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• 2013

In this study, we analyzed the values of ionization and ionization constants in the chemistry textbooks developed during 1945-2009 year. The chemistry teachers compared strength of strong acids in aqueous solution by questionnaire. In the questionnaire, we searched chemistry teachers' cognitions about the discordance reason of ionization constant formulation and the values in the textbooks. The subjects were 46 chemistry teachers. As results, the teachers compared the strength of strong acids in aqueous solution based on the ionization and ionization constant values in the textbooks. They didn't notice the problem of discordance of ionization constant formulation and the values in the textbooks. Even though they recognized the problem, they could not find the solution, and thought the problem arrived by experiment error or measurement error.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.