• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.345-352
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• 2019

The 2015 revised information curriculum emphasizes the ability to solve problems in real life based on the basic concepts, principles and techniques of computer science. How the contents of textbooks are designed is an important issue in terms of achievement of educational goals and whether contents can be easily and clearly communicated. The purpose of this study is to analyze the concept presentation method presented in middle school informatics textbooks by three types of text- centered type, picture-centered type, and case-centered type- to analyze differences in understanding according to individual variables (sex, subject preference). Analysis results found the figure-centered type showed the highest degree of comprehension among students, and the preference of contents design type and the difference of understanding according to sex did not show significant differences. According to the preferred subjects, understanding of the content design types were found to be significantly different according to preferred subjects.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.57-74
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• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• Cartoon and Animation Studies
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• s.18
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• pp.57-72
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• 2010

Textbooks used in Information Society need to use many illustrations and pictures which have positive effect in motivating and triggering students to study. "Pictures mean more than thousands of the word" says that it is significant to use media in class through visual materials. To meet the needs of the times, I examined one of the units, "IV Understanding Humans and Cultural Phenomena", among 7 authorized 'Society Culture' textbooks, so that there are 123 illustrations and 342 pictures that the percentage of them was 35.65% totally in the unit. On the examination of the frequency of using contents in each category, the illustrations are used 59 times (47.96%) in the research activity and the pictures 145 times (42.4%) in the context, which are most frequently used. Also on the examination into the actual states using contents among 'Society Culture' teachers by in-depth interviewing, they often use them when their class starts. And they require more increase in the illustrations than the pictures for easy and clear understanding and need more contents offering in the research activity to help students to study more interesting. Finally, on the result of the analysis of contents used in textbooks, exemplary cases were available to convey enough information without reading the context in the textbook because the proposed illustrations expressed the research activity's subject and the context's subject effectively. Even more, one illustration was able to indicate the sub-unit's subject while also presenting the content to be learned in the unit. However, improper cases included illustrations which are somewhat unrealistic or difficult to understand. Further, there are also some illustrations which are not related to the context. If these points are revised in the future, textbooks would be better.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.192-198
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• 2004

The purpose of this study was to analysis the curriculum for educating and operating the classes of elementary science gifted in Incheon Metropolitan Office of Education. We developed the framework for curriculum content analysis based on the principles of curriculum development for gifted education. The developed framework was applied to the curricula of four classes of elementary science gifted in Incheon. And the needs of gifted students were surveyed in the classes of the elementary science gifted. The results of this study were as follows: 1. The current curriculums of two classes described the goal of the elementary gifted education, but the content and theme of the curricula of three classes were not related to the contents of the 7th national curriculum. 2. The teaching methods used in the science gifted class were mainly a lecture and an experimental activity. and there was little the process of individual instruction. 3. There was not mostly the products as the results of learning because of little performed by a project teaming, an announcement and an exhibition in gifted class. 4. Most of the students of the science gifted class were estimated by the paper tests and observation of the teacher in charge of the gifted class, not by the products and presentation etc. 5. They mostly preferred the theme of everyday life in addition to the textbook, and the instructional type of enrichment teaming and acceleration learning over the grade of themselves. 6. They mainly expected that the curriculum of the gifted class is operated during the semester.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.56-65
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• 1993

The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.

• The Journal of Industrial Distribution & Business
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• v.10 no.11
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• pp.71-80
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• 2019

Purpose: The purpose of this study is to design the curriculum of Basic College Software Programming to develop creative and logical-thinking. This course is guided by algorithmic thinking and logical thinking that can be solved by computing for problem-solving, and it helps to develop by software through basic programming education. Through the stage of problem analysis, abstraction, algorithm, data structure, and algorithm implementation, the curriculum is designed to help learners experience algorithm problem-solving in various areas to develop diffusion thinking. For Learners aim to achieve the balanced development of divergent and convergent-thinking needed in their creative problem-solving skills. Research design, data and methodology: This study is to design a basic software education for improving algorithm-thinking for non-major. The curriculum designed in this paper is necessary to non-majors students who have completed the 'Creative Thinking and Coding Course' Design Thinking based are targeted. For this, contents were extracted through advanced research analysis at home and abroad, and experts in computer education, computer engineering, SW education, and education were surveyed in the form of quasi-openness. Results: In this study, based on ADD Thinking's algorithm thinking, we divided the unit college majors into five groups so that students of each major could accomplish the goal of "the ability to internalize their own ideas into computing," and extracted and designed different content areas, content elements and sub-components from each group. Through three expert surveys, we established a strategy for characterization by demand analysis and major/textbook category and verified the appropriateness of the design direction to ensure that the subjects and contents of the curriculum are appropriate for each family in order to improve algorithm-thinking. Conclusions: This study helps develop software by enhancing the ability of students who practice various subjects and exercises to explore creative expressions in various areas, such as 'how to think like a computer' that can implement and execute their ideas in computing. And it helps increase the ability to think logical and algorithmic computing based on creative solutions, improving problem-solving ability based on computing thinking and fundamental understanding of computer coding and development of logical thinking ability through programming.

• Communications of Mathematical Education
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• v.37 no.1
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• pp.47-64
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• 2023

The current elementary mathematics curriculum does not include intensive quantity. However, other subjects also deal with intensive quantity. In order to find a solution to this problem from a pedagogical point of view, the curriculum of mathematics, science, social studies, and elementary textbooks were compared and analyzed, focusing on intensive quantity. As a result of the analysis, the learning contents of intensive quantity were not explicitly presented or the term was not used in the elementary mathematics curriculum. However, intensive quantity was used as a material of activity and word problems in elementary mathematics textbooks. In science and social studies, it was also found that the learning order and content did not match, such as calculating the intensive quantity. For effective learning, it is necessary to consider presenting intensive quantity in elementary mathematics, and to be careful in the composition of learning order and content.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.594-603
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• 2013

In this study, we analyzed the needs of open university students for e-textbooks by conducting focus group interviews (FGIs) and surveys in order to develop an e-textbook that is suited to their needs. The FGIs revealed that readability and portability of e-textbooks were the most important features for students. The surveys showed that of the 276 respondents who participated in the study, only a small number owned smartpads; however, a sizeable number of students intended on purchasing the device in the future. In addition, students' smartpad utilization, time spent reading e-books, and time allotted for studying as opposed to leisure and commercial use of social network services on the smartpad were examined. Students attached importance to the portability, weight, and price of the e-textbook; moreover, they considered the device's ability to support interaction in a variety of ways and rich multimedia resources to be an advantage. Finally, students also felt that e-textbooks should be less expensive than print textbooks; however, they were willing to pay a higher price, depending on the quality of the content.