• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.147-160
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• 2018

The purpose of this study is to compare the elementary science curriculum and textbooks of Korea, the United States, Japan, and Singapore to know how the contents on particulate concept of matter is introduced and expressed. In Korea, particulate concept of matter was adopted as a term for 'molecules' in the 3rd through 6th curriculum, and the term for 'particles' was adopted in the 2009 revised curriculum. In the United States, NGSS adopted the term 'particle' in fifth grade. Japan presented the concept of 'particle' as a core concept of matter in the commentary, and the expressions 'particles' were being introduced in the textbooks. But it did not cover particulate nature of matter at the elementary school level in Singapore. An analysis of elementary textbooks in Korea, the United States and Japan except Singapore showed particulate expressions in 'dissolution', 'state change of water', 'gas pressure and volume', 'combustion and extinguishment' units. Korean textbook was only being introduced in 'dissolution' and 'gas pressure and volume', but in the textbooks of Japan and the United States, water was expressed as particles in 'state change of water' unit. Discussion and implication on the introduction of particulate concept to elementary science curriculum and textbooks were suggested based on the results.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.5
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• pp.687-693
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• 2013

This study is the design and implementation of digital textbooks for elementary school computer education based on smart phone. It suggests how to cultivate self-directed learning ability depending on the level and selection of individuals by maximizing on interaction as advantage of digital textbooks. As the content of the digital textbooks, this study used Excel's charting capabilities. As a result of the evaluation of elementary learners having a implemented digital textbook, execution time of creating a chart is reduced in comparison with paper-based textbook user group.

• Journal of the Korean Society of Clothing and Textiles
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• v.33 no.2
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• pp.319-330
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• 2009

The contents of clothing and textiles area of elementary home economics textbooks from 1948 to 1955 were investigated. Home economics of elementary school education in those days corresponds to practice acts of elementary school education in present. Practical acts has the all-around concepts of the agriculture, industry and home economics Also the knowledge or skill for actual life are teamed. Practical acts education was started from lessons of sewing for women under title of 'jaebong'. It can be said that practical acts education was started from clothing and textiles area. The home economics elementary textbooks of the year 1948 were composed of 21 units for 5th grade and 22 units for 6th grade. The textbook for 5th grade of 1953 was composed of 19 units, and one for 6th grade of 1955 was composed of 18 units. The clothing and textiles area accounts for 38.6% in 5th grade textbook, for 32% in 6th grade textbook of 1948 and for 31% in 5th grade of 1953 and 6th grade textbooks of 1955. The textbook contents of clothing and textiles area were classified into five fields of sewing, knitting. patching, embroidering and care. In 1948, textbooks were placed a great deal of weight on sewing field education as 7 units of 15 units. The 7 units for sewing fields have suitable connection to develop. But, in the case of knitting, patching or care, just groundwork of each field was included for application to actual life without vertical connection. The contents of textbooks for clothing and textiles area in 1953 and 1955 were much alike with those in 1948.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.123-137
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• 2001

In this study, the contents of elementary school science textbooks related to 'heat and temperature' are analyzed and alternative conceptions ofi"heat and temperature" among students enrolled in grades 4, 5 and 6 are investigated. 259 students were selected from a elementary school located in urban area. The relationships between students' alternative conceptions and the content of elementary science textbooks are also examined. Students' conceptions are analyzed from their answers to a paper-and-pencil test. The typical alternative conception of "heat and temperature" held by students was follows. They think that "heat" is a material and "temperature" is value of heat amount. They can't distinguish between "heat" and "temperature". Their explanation of "heat and temperature" is focused on hot or cool sensation and other observable characteristics of a material. A textbook analysis indicated that contents on "heat and temperature" were organized without the viewpoint of particle motion theory. This may be one of the causes of students' alternative conceptions.

• Korean Journal of Community Nutrition
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• v.15 no.5
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• pp.636-647
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• 2010

This study was conducted for researching demand on dietary education of low-level elementary school students and to develop an activity based textbook and a teaching manual on the subject. For necessity of dietary education, 88.8% of subjects answered dietary education is needed. The desirable frequency of the education was once a week (65.7%). The most appropriate time for the education was "school lunch" (37.5%), "special activity" (29.9%), "regular class" (12.4%) and "after school activity" (12.1%). The most preferred educational method was "experiment and practice" (40.1%). The desirable educational materials were "computer materials" (20.7%), "actual objects" (20.1%), "videotapes" (16.5%), "photographs-pictures" (12.2%) and "fairy tales-cartoons" (12.2%). The students wanted dietary information as "cooking" (26.1%), "growth and nutrition" (23.7%) and "right food information" (20.1%). The textbook was composed of five major chapters, which were "Traditional Dietary Culture", "Food", "Dietary Habit", "Hygiene and Environment" and "Cooking". Each major chapter had five to six smaller chapters, adding up to total of 32 chapters. The textbook had fun characters, illustrations, photographs and cartoons to deliver the main theme of each chapter. The textbook was in activity format so that it coul be readily and directly used in actual classes. The teaching manual was composed of background, goals, teaching plans and teaching points. The smaller chapters had learning goals, teaching-learning resources, important points, teaching-learning processes and reference materials. Videos were produced to help cook five snacks in the cooking chapter. Also, "Healthy Song" was created to be used in classrooms. This textbook will be helpful in children's right dietary habits and growth.

• Research in Mathematical Education
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• v.23 no.2
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• Journal of the Korea Fashion and Costume Design Association
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• v.16 no.4
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.495-503
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• 2005

The purpose of this study was to analyze elementary school students' attitudes through field-experience teaming activities program for the integrated textbook on the environment issues. This study was conducted after implementing the field environmental education for fifth graders with the teaching-teaming plan applied to the field education and was based on the analysis of environment-related education for the fifth graders. A total of 64 elementary students, 32 in the experimental group and 342 in the control group, were involved in this study. The study used the instrument consisting of 36 Likert-type questions on attitudes toward environment. After going over the influences of the field environmental education program on the students, we found out the positive development in the pre-test and post-test, concerning all environmental themes, especially in the field of protection of animals, environmental pollution, and environment in general.

• Journal of Korean Elementary Science Education
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• v.37 no.1
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• pp.80-91
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• 2018

The visualization materials in science textbooks are very important in students' learning. Recent visualizations are increasingly emphasizing the importance of infographic visualizations. The purpose of this study is to analyze the visualization materials in $5^{th}$ and $6^{th}$ elementary science textbook focusing on infographics. Visualization materials were classified into infographic and simple illustration. Infographics were classified into 8 sub-types. Findings are as follows. First, infographics were 19.0%, and simple illustrations were 81.0% among elementary textbooks' visualization materials. The portion of infographic varied by content areas. In Biology and Earth Science area, the portions of infographic were high. Second, several types of infographics were used in elementary science textbooks. Timeline infographic were the most frequent, and emphasis infographic, concept mapping infographic, comparison infographic were used frequently. The most frequent types of infographic were different by content area. Third, infographics used more than simple illustrations in the role of concept explanation. Educational implications on science textbook's infographics were discussed.

• School Mathematics
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• v.15 no.1
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• pp.1-14
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• 2013

The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.