• 대한지구과학교육학회지
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• 제4권2호
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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.

• 한국과학교육학회지
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• 제28권7호
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• pp.697-712
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• 2008

The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• 한국식생활문화학회지
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• 제25권4호
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• pp.400-409
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• 2010

This study investigated the food and dietary educational content in primary, middle and high school textbooks in order to provide fundamental data for the development of educational programs on Korean traditional food culture. The research objects consisted of 51 kinds of textbooks (15 kinds of primary school textbooks, 29 kinds of middle school home economics textbooks and 7 kinds of high school home economics textbooks), and the contents related to food and dietary education were counted and analyzed. The content analysis was performed using two categories: application method and subject matter. Application method included texts, cases, visual aids (pictures, photos, illustrations, chart, etc.) and activities, whereas subject matter consisted of seven types (well balanced nutrition and health, understanding of food and nutrition, cooking principles, cooking lessons, traditional foods and culture, others). The results of the application method in primary school textbooks show that visual aids were the most common in all six grades. For the subject matter, 'understanding of food and nutrition' was most abundant in primary school textbooks while 'well balanced nutrition and health' accounted for a large part of the contents in middle school textbooks. However, the contents regarding traditional foods and culture were insufficient in primary and middle school textbooks. These results suggest that educational contents on traditional foods and culture should be added to primary and middle school textbooks and covered in various subjects. Furthermore, high school 'home economics' contents need to emphasize comprehensive food and dietary education and adjust to 'science & technology for life'.

• 한국과학교육학회지
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• 제13권2호
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• pp.247-256
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• 1993

The purpose of this study is to analyze the contents and problems on astronomical areas in the elementary science textbooks. The results of analysis are as follows; 1. In objective analysis of the elementary science textbooks, completeness of unit was shown 50% in chapters, 67% in sections. and 100% in periods. 2. In inquiry activities, the total number of inquiry tasks are 108, among them observation has much more percentage(30%) than any other task. 3. The total inquiry index of the science textbooks are found about 73.4, this index is higher than 35-50 of NSTA. 4. The openness scale of the science textbooks is found to be scale 2 for all sections.

• 수산해양교육연구
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• 제20권3호
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• pp.473-486
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• 2008

This study was to compare 'experiment' presentation types of middle school science textbooks of Korea, Japan, and China and to draw some implication for the improvement of Korean science textbooks. It analyzed the experiments from the unit 'Light' of science textbooks which is common content in all three different science textbooks. The researchers analyzed the experiments with two questions. First, how is the experiment organized? Second, what role does each element of the experiment is playing in the experiment setting? The findings of international comparative analysis of experiment presentation types of middle school science textbooks of three countries were as follows. First, the Korean and Chinese textbooks tended to present the experiments without enough information for the experimental process and method, whereas the Japanese textbook tended to present the experiment with detailed information for the experimental method and process. Second, whereas the Korean and Chinese textbooks tended to have a loosened relationship among pre-experimental content, experiment, after-experiment content, the Japanese textbook tended to have an organic relationship among pre-experimental content, experiment, after-experiment content.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• 한국과학교육학회지
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• 제16권4호
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• pp.329-339
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• 1996

We examined the science education system in North Korea from the elementary to the high schools. We also analyzed the physics textbooks used in North Korea and compared the results with the textbooks used in South Korea. We compared the goal and system of physics education, and the content, order of study, and volume of the textbooks. Physics education starts at the 4th year at the elementary school, and is taught through the whole school years in North Korea. The science process skills are regarded to be important and figures, tables, problem sets, experiments, and sample solutions are exclusively used in the textbooks. Electomagnetism occupies the largest portion in physics textbooks, but subjects related to the application of physics are more stressed. There are a few subjects which are included in the North Korean textbooks but not in the South Korean textbooks. We have compiled about 60 North Korean physics words which are different from the South Korean words used in the textbooks. Overall, there will be not much difficulty in integrating the physics education system and physics textbooks after the two Koreas are unified.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.68-74
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• 2012

The focus of this study was on the comparative analysis in the area of illustrations between the primary school from third grade to the sixth grade between Korean and American science textbooks in order to offer some suggestions for consideration of the Korean science textbooks, which will be revised in 2009. The results are as follows: The number of illustrations per page in Korean science textbooks are more than that of American science textbooks. As the type of illustrations, the ratio of photos is the highest and as the role of illustrations, data provision has the highest percentage in both countries. The motivation role in Korean science textbooks seem to be higher than American science textbook, whereas study summary role is more prominent in American textbooks than in Korean textbooks.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.