• 한국가정과교육학회지
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• 제17권2호
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• pp.221-238
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• 2005

본 연구의 목적은 현행 초등학교, 중등학교 교과서에 수록된 우유에 대한 영양 교육 내용을 분석함으로써 향후 학교 교육을 통해 학생에게 우유에 대한 영양 섭취 및 소비행동에 유익한 정보를 체계적으로 제공할 수 있는 기초 자료를 마련하는데 있다. 이 연구의 목적을 달성하기 위해서 초${\cdot}$중등학교 교과서(1학년$\~$10학년)교과서에 나타난 우유 영양교육의 내용요소를 분석하였으며 이를 토대로 학교교육을 통해 지도되어야 하는 우유 교육 내용의 체계화안을 마련하였다. 초등학교 교과서에 나타난 우유 영양교육은 2학년 6학년을 제외한 4개 학년의 교과서에서 확인할 수 있었으며, 저학년의 통합교과, 과학, 실과, 체육 교과서에서 주로 다루어졌다. 가장 많은 내용을 다룬 교과서는 실과이며, 우유의 영양에 대한 기초 지식 중심의 정보와 우유 마시는 방법 등에 대한 구체적인 내용을 제시하고 있었다. 중등학교 교과서에 나타난 우유 영양교육은 7학년에서 10학년까지의 과학, 기술${\cdot}$ 가정, 체육 교과서에서 고르게 다루어졌다. 가장 많은 내용을 체계적으로 다룬 교과서는 기술${\cdot}$가정이며 우유의 성분 및 주된 영양소 식품으로서의 특징과 선택 및 보관 방법. 실생활에서 균형식으로서의 실천 방법 등을 비교적 구체적으로 제시하였다. 그러나 초등학교와 마찬가지로 교과목간 학교급별간 중복 및 지식 제공의 위계가 맞지 않는 등의 문제점도 지적되었다. 따라서 우유에 대한 영양 교육도 학교급별로 대상에 맞게 영양 교육 내용의 수준을 적정화하고 체계화하며, 교과목간 및 우유 급식 등과 연계한 영양교육 프로그램으로 개발${\cdot}$운영할 필요성이 강조되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.509-524
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• 2007

The purpose of the study is to compare elementary school science textbooks ($3^{rd}$ grade) in Korea and the U.S., centering on the ways to present scientific concepts and inquiry process in the units of 'matter.' The analysis is focused on: a) general structure of the units; b) how to present scientific concepts in terms of its connections and complexity; c) how to present inquiry process in terms of its types and skills. The findings of the study are as follows. First, the contents of 'matter' units are scientific discipline-based in both countries. The general structure of the units in Korean textbooks is unrestricted compared to those in the U.S. Second, the connections among the concepts are poor and the level of complexity is low in Korean textbooks, which are contrary to those in the U.S. textbooks. Third, it is a common feature that the inquiry process is based on learners' everyday experiences with simple experiments in two countries' textbooks. However, the inquiry process in the U.S. textbooks is provided with detailed instructions while the process in Korea is presented with diverse activities without formal guidelines. Based on the results, the study suggests three recommendations to improve Korean textbooks: a) science contents should be linked to other disciplines in order to promote practical applications; b) scientific concepts are required to be tightly connected and provided with in-depth explanations; c) inquiry process is needed to be presented with specific guidance to facilitate scientific thinking.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.45-53
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• 1998

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the illustration analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of two categories, (1)the kind of illustrations (2)the .ole of illustrations The kind of illustrations was divided into five subcategories such as photograph, pictures, illustrations, cartoons and diagrams. And the role of illustrations was divided into four subcategories such as motive induction, guidance for experimentation, the presentation of data and the results of experimentation. Each sentence in the textbooks was considered as an analyzing units. The frequency and percentage of each category were counted and the rates were calculated. The findings could be summarized as follows: 1. The illustration in the primary science textbooks was mostly composed of photographs (87.1%). 2. The examination of the role of illustrations showed that the presentation of data was 46.2%, the guidance for experimentation 38.4%, the results of experimentation 8.6% and the motive induction 6.8% respectively. 3. In the domains of physical and chemical science, the role of guidance for experimentation was emphasized. But the biological and earth science domains showed high tendency of the presentation of data.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.1-11
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• 2002

The purpose of the study is to compare and analyze the elementary science textbooks' contents between the United States(Science Horizons) and Korea for teaching the Returnee students. The analyzed contents are the name of chapters, the number of chapters, the page amounts of chapters, the structure of chapters and the studying time of chapters. The results of this study are : 1. Korean science textbook's number is 20. 'Science Horizons' has 6. Korean science textbook's total number of chapter is 58, 'Science Horizons' is 75. Korean science textbook's total number of page is 1,60.3, 'Science Horizons' is 2,106. So 'Science Horizons' has more number of chapter and page than Korean textbooks. 2. The ratio of Korean science textbook's contents is as follows: physical area, 22.4%; chemistry area, 12 1％: biology area, 39.6%; earth science area, 25.9%. But the ratio of 'Science Horizons' science textbook's contents is as follows: physical area,21.3%; chemistry area,4.0%; biology area, 46.7%; earth science area. 28.0%. 3. In case of 'Predicting the Weather' chapter, Korean science textbook has 3 lessons, 17 themes and 11 activities, whereas' Science Horizons' has 5 lessons, 10 themes and 5 activities. 4. The themes or chapters of 'Science Horizons' to propose deeper than Korea are about animals and plants, energy and movement, weather and season. our body, and earth and outer space. In case of Korean textbook are about chemistry area, the rock and volcanic activity and electric circuit. There are some differences between Korean and the United States' elementary science curriculum and textbook's contents. And the returnee students has many troubles to adapt korean science curriculum, textbooks and educational environment,;. Therefore, teachers should know and understand that, and help them.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.152-157
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• 2018

In the late 19th century and early 20th century, Among those of the Northeast Asia three countries, school physical education and military-style gymnastics of Chosun can be regarded as having been the most nationalistic. The adoption of modern physical education in public schools was from the proclamation of 'the Order on Building the Country through Education by King Gojong in February 1895. This paper intends to examine the process of adopting military-style gymnastics education which played the central role in school physical education in the late Chosun period. But, unlike the common guess that military-style gymnastics in public schools in late Chosun would have been full of patriotism and nationalism, the textbooks and teaching contents of Chosun Military Officers' School were very similar to those of Japan, which is an unexpected fact. Therefore, Chosun decided to accept the Japanese-type military-style gymnastics and military training to improve physical strength of youngsters and military power. The fact that, with the advent of modern education, physical education was emphasized above all else has a very important meaning to the history of Korean physical education. Physical activity education emerged as a major education course which had been unthinkable in previous ages. The second characteristics is that the process of adopting military-style gymnastics and its contents were influenced by Japan Third, even if military-style gymnastics was imported from Japan as part of school physical education course in late Chosun period, its aim was to train military man powers for the independence movement against Japan, rather than to develop harmonious body.

• 지역사회간호학회지
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• 제16권2호
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• pp.205-220
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• 2005

Purpose: The purpose of this study was to provide basic data to develop safety education programs in elementary school. Method: Analysis is made based on textbooks for $1st-{\sim}6th-grade$ elementary school students published by Korea Ministry of Education & Human Resources Development. Results: 1) Among the textbooks. only , . , and courses dealt with safety education. 2) The contents of safety education included traffic safety, water safety, indoor and outdoor safety, fire, emergency measures, misuse and abuse of drug, smoking, toy safety, sports safety, leasure safety and disasters. However, the contents were theoretical, fragmentary, local and limited. Conclusion: These results suggest that the consents of safety education must be strengthened, and more practical and more behavior-oriented in consideration of activities.

• 한국학교보건학회지
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• 제6권2호
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• pp.56-68
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• 1993

The primary school age are important period that the children exchange the deciduous teeth for permanent teeth, there are so many outbreak of dental caries which is major oral diseases periodontal disease begins, and malocclusion may be brought about. The purpose of this study is to suggest the fundamental data for enforcement of dental health in primary school age as analyzing the curriculum contents and amount on dental health in primary school course. The data were investigated from 103 volumes of 139 textbooks of second semester in 1992 and first semester i 1993 except some subjects that the quantitative analysis is impossible such as arithmetic a problem in arithmetic, observation, music, fine arts and so on. The contents of all textbooks were analyzed separating into paragraph and picture, the contents for dental health were classified into amount, item, teaching method. The results are as follows: 1) The paragraphs on public health were 3.992 among total paragraphs 69,789 as 5.72%. And the picture were 7.41% as 923 pieces of total 12,457 ones. 2) For dental health, there were 73 paragraphs of 69.789 ones (0.10%) and 42 pieces of 12.457 pictures (0.34%). 3) According to the investigation of curriculum that had the paragraphs related to dental health the most, it turned out to be in order of physical education nature. Right life story, and right life story, righ life, physical education for the picture. And for the grade, it appeared to be in order of sixth, third first grade for the paragraphs and first, third, sixth grade for the pictures. 4) In the attitude and knowledge of item for dental health by grade, it turned out that the paragraph was 76.71%, the behaviour was 23.29%. On the other hand, the knowledge was 35.17% and the attitude was 64.28% for the picture. 5) At the commentary of curriculum in primary school, the goal of health education by each grade was just keep clean and strong teeth, know the role of teeth and the cause of dacayed teeth, and prevent it in second and third grade.

• 수산해양교육연구
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• 제20권2호
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• pp.222-235
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• 2008

The study analyzed 343 government-authorized and officially approved textbooks of the Seventh Curriculum's specialized subjects in high school from March to September, 2007. The textbooks were categorized into the area of agriculture, industry, commerce, household and business, science, foreign languages and physical exercise and analyzed in terms of the target and content areas of marine education. And the findings were as follows: First, among the textbooks in the seven groups serving as the focus of this study, 19.8% have oceanic-related information but pages including ocean contents occupy only 0.8%. Consequently ocean-related contents are scarcely included. The ocean-related contents are necessary to be treated goals. Second, the goals of school oceanic education are focused in vocational subjects. In order of commonality, information & knowledge are most frequent, then functionality, followed by activity & participation. There was no education provided focusing on value & attitude. Given that school oceanic educations were selected for promoting the importance of the ocean and highlighting the problems of the ocean, the lack of information & knowledge is of concern. The goals of oceanic education should be augmented to actively and positively participate in the solutions of the problems with knowledge, ocean-friendly value & attitude, and increased activity & participation. Third, the contents of school oceanic education commonly focuses on the relationships of oceans and humans, oceans and ecology, and artificial oceanic environments and facilities. Less common but still introduced are ocean resources, sea pollution, sea preservation and measures. Yet, in contrast there is a lack of education in the ethics of sea preservation.

• Child Health Nursing Research
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• 제14권2호
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• pp.163-175
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• 2008

Purpose: The purpose of this study was to provide basic data to develop first aid education programs for elementary, middle and high school students. Method: Forty nine textbooks adopted by first to six grade elementary schools and first to third grade of both middle and high schools were analyzed for content on first aid. Results: 1) First aid content was covered only in courses on and 2) Content on first aid was included in the categories, "General of first aid", "Rescue & moving", "Fire & Burns", "Cardiopulmonary resuscitation", "Musculoskeletal injuries", "Thermal injuries", "Wounds", "Removing foreign bodies", "Disaster & Accidents" and "Others". Categories that were not included were "Poisoning" and "Bites". The content did not follow a progression related to the level of intellectual and physical development of the students. Conclusion: These results suggest that the content on first aid should be revised to be practical and rational for the benefits of student safety.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제17권3호
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• pp.277-297
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• 2014

2009 개정 교육과정 초등수학 1학년 교과서를 대상으로 수학적 지식 외에 어떤 STEAM 관련교과의 내용을 포함하고 있는지 단원별, 수학내용 영역별로 분석하였다. 단원별 STEAM 관련교과 내용의 개수는 전체적으로 인문과학(스토리텔링)적 내용이 제일 많았고, 스토리텔링이 아닌 인문과학적 내용, 체육교과와 관련된 내용 순으로 많이 분석되었으나 음악교과와 관련된 내용은 매우 적었다. 또한 영역별 STEAM 관련교과 내용의 개수는 규칙성 영역을 제외한 다른 영역에서는 인문과학(스토리텔링)적 내용과 체육교과와 관련된 내용 순으로 많았다. 그러나 단원별, 영역별로 STEAM 관련교과 내용의 개수는 편차가 매우 심하여 다양한 STEAM 자료 개발이 요구된다.