• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.268-278
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• 2018

The purpose of this study is to compare and analyze phonetic items such as the phonemic system, phonological rules, and pronunciation descriptions and notations incorporated in the textbooks. Based on our analysis results, we point out the problems related to pronunciation education, and suggest directions for improvement. First, the presentation order of consonants and vowels in the phonological systems sections of each textbook was different. We recommend that a standard for consonant and vowel presentation order should be prepared, but that this standard should take into consideration the specific purpose of the textbook; the learning strategies and goals, as well as the possibility of teaching and learning. Second, similar to phonemic systems, the presentation order of phonological rules was different for each textbook. To create a standard order for phonological rules, we have to standardize the order of presentation of rules and determine which rules should be presented. Furthermore, when describing phonological rules, the content should be described in common and essential terms as much as possible without the use of jargon. Third, in other matters of pronunciation, there were problems such as examples for pronunciation and lack of exercises. Regarding this, we propose to provide sentences or dialogues as examples for pronunciation, and to link these to various activities and other language functions for pronunciation practice.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.429-448
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• 2017

The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.575-585
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• 2018

In this study, the texts of science textbooks of the past 20 years were collected in order to systematically carry out researches on scientific languages and scientific terms that have not been noticed in science education. We have collected all the science textbooks from elementary school to high school in the 6th curriculum, the 7th curriculum, and the 2009 revised curriculum, and constructed a corpus comprising of 132 textbooks in total. Sequentially, a raw corpus, a morphological annotated corpus, and a semantic annotated corpus of science terms, were constructed. The final constructed science textbook corpus was named K-STeC (Korean Science Textbook Corpus). K-STeC is a semantic annotated corpus with semantic classification and classification of scientific terms, together with meta information of bibliographic information such as curriculum, subject, grade, and publisher, location information such as chapter, section, lesson, page, and sentence, and structure information such as main, inquiry activities, reference materials, and titles. Throughout the three-year study period, a new research method was created by integrating the know-how of the three fields of linguistic informatics, computer science and science education, and a large number of experts were put in to produce labor-intensive results. This paper introduces new research methodologies and outcomes by looking at the whole research process and methods, and discusses the possibility of future development of scientific language research and how to use the results.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.49-70
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• 2002

There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.5-27
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• 2019

The purpose of this study is to analyze the media of middle school social studies 1 textbooks with the information processing model and to suggest educational information services of teacher librarians under a collaborative Instruction. For this purpose, 1,089 inquiry tasks embedded in 8 types of textbooks for middle school social studies developed under the 2015 revised curriculum were analyzed. The media as an input element was analyzed by the type and the characteristic as a processing element was analyzed by the cognitive behavior types. And the aspect of the output factor of the media utilized the multiple intelligences. As a result of the analysis, the media in the inquiry task solving process mainly consisted of visual media based on photographs and illustrations and general reading materials. The processing method of media is understanding through analysis and inference through structuring. And the output utilized speaking and writing of the language intelligence. Based on the results, it is shown that educational information services that teacher librarians could provide for inquiry activities are composed of developing curriculum map, teaching inquiry processing and skills, and designing work sheets with graphic organizer and multiple intelligences under the information processing steps.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.357-366
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• 2023

In the purpose of this study, the college textbooks of self-narrative writing and examples of classroom practice are analyzed to find a way to educate it. The self- narrative writing subject with a learning of recognization, expression, and communication with oneself, emphasizes the necessity when they become college students through entrance exam-oriented education. The research methods are as follows. Firstly, three university textbooks which include a section on self-narrative writing were compared and analyzed. The analysis highlights the needs for a textbook covering self-narrative writing more extensively and comprehensively as what is offered by the existing textbooks is limited in facilitating students to fully develop the ability of self-reflection, which should be dealt as a long-term goal. Secondly, the current discussion on self-narrative writing and examples of real classroom practice were analyzed. It shows that a step-by-step approach is required to encourage the practice of deep self-reflection to be incorporated into writing. In addition, during the writing process, various correction and feedback activities should be carried out on a macro level and gradually while the communication and feedback should take place not only between a teacher and students, but also among students. As a result, it is expected that this study will help establish a teaching model of self-narrative writing by seeking complementary points and educational directions for self-narrative writing.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.173-191
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• 2024

Typhoons are significant meteorological phenomena that cause interactions among the ocean, atmosphere, and land within Earth's system. In particular, wind speed, a key characteristic of typhoons, is influenced by various factors such as central pressure, trajectory, and sea surface temperature. Therefore, a comprehensive understanding based on actual observational data is essential. In the 2015 revised secondary school textbooks, typhoon wind speed is presented through text and illustrations; hence, exploratory activities that promote a deeper understanding of wind speed are necessary. In this study, we developed a data visualization program with a graphical user interface (GUI) to facilitate the understanding of typhoon wind speeds with simple operations during the teaching-learning process. The program utilizes red-green-blue (RGB) image data of Typhoons Mawar, Guchol, and Bolaven -which occurred in 2023- from the Korean geostationary satellite GEO-KOMPSAT-2A (GK-2A) as the input data. The program is designed to calculate typhoon wind speeds by inputting cloud movement coordinates around the typhoon and visualizes the wind speed distribution by inputting parameters such as central pressure, storm radius, and maximum wind speed. The GUI-based program developed in this study can be applied to typhoons observed by GK-2A without errors and enables scientific exploration based on actual observations beyond the limitations of textbooks. This allows students and teachers to collect, process, analyze, and visualize real observational data without needing a paid program or professional coding knowledge. This approach is expected to foster digital literacy, an essential competency for the future.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.391-405
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• 2008

There are some studies on tangram a kind of jigsaw(silhouette or dissection) puzzle. And Korean national curriculums mention about tangram. But the past studies and the textbooks are not so related to curriculums. So this study is focused on some problems and limitations of tangram activities related to curriculum. This study gives some educational suggestions using tangram: (1) alternate drawing of tangram (2) making mathematical figures instead of shapes (3) proper activities related to the national curriculum (especially, polygons and angles) and mathematical thinking (4) examples of exploring mathematical figures and angles coming in and out of national curriculum In addition to, this study suggests some mathematical activities of using similar tangrams (especially sphinx puzzle).

• School Mathematics
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• v.15 no.2
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• pp.315-335
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• 2013

Probability has distinctive characteristics which are different from other areas of school mathematics. The critical change can be noticed in the domain, 'probability and statistics' of 2009 revised national curriculum for elementary school mathematics. This indicates that the concept of chance is supposed to be taught in the 5~6 grade band instead of the definition of probability which is moved to the middle school level. The purpose of this study is to seek desirable methods for teaching the concept of chance which reflect the achievement criteria and the attention point for teaching and learning of the curriculum at the point of time when textbooks haven't yet been developed. To do this, based on theoretical considerations and comparative analysis of the curricula in the longitudinal - latitudinal dimensions respectively, the validity of the latest curriculum change was confirmed and several learning activities were devised. And then two lessons were planned for applying these activities to eight fifth graders and were implemented along the plan. As a result, the relevance of the learning activities was examined and students' difficulties in learning the concept of chance with educational implications were discussed.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.31-39
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• 2020

As the importance of software education is emphasized, various educations for improve the computational thinking of elementary school students are being provided. However, there are many limitations that apply to the school at preceding studies. because they were invented for specific environment or students. Therefore, in this study, software education was conducted by constructing teaching-learning activities in consideration of the characteristics of students such as teaching aids and level of computational thinking ability, which can influence students based on the contents of textbooks. Through the comparison about computational thinking improvements, this study tried to suggest the direction of effective software education method. As a result, there are differences in computational thinking improvements according to the student's level and used teaching aids. Specifically, visual programming and unplugged type teaching-learning activities were more effective in teaching aids, and according to the level of students, students with low level of computing thinking in pre-inspection showed relatively high improvement. This tendency suggests that it is necessary to consider various learning factors in designing teaching-learning activities in elementary software education.