• Korean Journal of Health Education and Promotion
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• v.31 no.2
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• pp.41-53
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• 2014

Objectives: The purpose of this study was to evaluate the education contents on safe use of medications in healthcare textbooks for elementary, middle and high schools. Methods: We examined 6 textbooks for the $5^{th}$ grade, 4 textbooks for middle school, 3 textbooks for high school, and 5 education materials published by the Korea Food and Drug Administration, National Health Insurance Service, and Seoul City Government. To evaluate the contents in health textbooks, we developed the 30 evaluation items. Results: Middle school textbooks had the most educational contents followed by high school and elementary school textbooks. Public education materials for the teenagers included more educational contents than those for children. The education material published by National Health Insurance Service had the highest score and the rest of the books earned under 15. And there were no core contents in medication education. Conclusions: Medication education through health textbooks should be strengthened to raise the level of medication awareness, to use medications safely, to prevent the drug abuse and misuse, and to establish the responsible judgment of medication information in the mass media. The current contents were found to be insufficient to meet these goals of medication education.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.112-124
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• 2009

Visual images are important elements of the communication of environment in secondary school environment textbooks, which dominate classroom approaches to teaching and learning. This study was to analysed the perspectives of pedagogical and social-pedagogic of visual images in 'global warming' unit of six different Korean environment textbooks. Analysis makes use of the dimensions pedagogical functions, content specialization, social-pedagogic relationships, and abstraction of the visual codes. The results showed that most of the visual images in school environment textbooks tend to establish social-pedagogic relationships with students. The results of our study have implications for textbook authors and secondary environment teachers. We suggest that future studies may focus on students' and teacher's interpretation of visual images new secondary environment textbooks.

• Journal for History of Mathematics
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• v.32 no.4
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• pp.175-193
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• 2019

In this study, middle and high school authorized mathematics textbooks which were used in the period of syllabus are traced. Since the first appearance of authorized textbooks in 1947, 11 types of authorized textbooks written by eleven teams of authors have been used in the period of syllabus. Among them, 5 types correspond to today's middle school textbooks, while 6 types correspond to a combination of today's middle and high school textbooks. Nor were all of them used until 1955. There were changes such as suspending publication, changing publishers, or cancelling authorization.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.64-79
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• 2006

This study was designed to make valuable suggestions for the development of environmental education(EE) teaching materials through teachers' and students' opinions. In the summer of 2005, an opinionnaire was sent to 1,749 secondary school EE teachers and 270 teachers of them answered. One hundred and six middle school students and 196 high school students in Kyunggi area were also participated in this survey. The opinionnaire in this study was based on the six standards, fairness and accuracy, depth, emphasis on skill building, action orientation, instructional soundness, and usability, developed by NAAEE(1998). Most teachers were totally dependent on textbooks in their teaching EE. They evaluated current EE textbooks most positively in the perspective of 'fairness and accuracy', whereas they evaluated them most negatively in the perspective of 'usability'. The problems of EE textbooks were differently recognized by teachers and students. The lack of contents stimulating students' interest was considered as the most serious problem of EE textbooks by students. Simultaneously, it was considered as the least serious problem of EE textbooks by teachers. Both EE teachers and students expect the future EE textbooks would consist of proper contents to reflect EE characteristics.

• Journal of Korean Academy of Nursing
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• v.40 no.1
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• pp.33-42
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• 2010

Purpose: The purpose of this study was to analyze nursing-related content in middle, and high school textbooks under the National Common Basic Curriculum in Korea. Methods: Nursing-related content from 43 middle school textbooks and 13 high school textbooks was analyzed. Results: There were 28 items of nursing-related content in the selected textbooks. Among them, 13 items were in the 'nursing activity' area, 6 items were in the 'nurse as an occupation' area, 2 items were in the 'major and career choice' area, 6 items were 'just one word' and 1 item in 'others'. Conclusion: The main nursing related content which portrayed in the middle and high school textbooks were caring for patients (7 items accounting for 46.5%), nurses working in hospitals (6 items accounting for 21.4%). In terms of gender perspective, female nurses (15 items accounting for 53.6%) were most prevalent.

• Philosophy of Education
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• no.66
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• pp.105-132
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• 2018

This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects. The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites. Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules. Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum. Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time. This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.119-128
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• 2020

Objectives: This study aimed to analyze the textbook content, specifically that of the oral health units, of Korean elementary health textbooks in order to discuss oral health education in elementary schools through textbooks. Methods: The study analyzed the "oral health" units of six health textbooks for students in the fifth and sixth grades of elementary school in Korea. It identified the number of pictures, practice contents, and summaries in the textbooks, calculating the proportion of oral health units relative to the total number of pages in the textbook and comparing the learning goals provided by the WHO with the education contents. In addition, the study also analyzed several keywords from the textbooks in terms of whether they relate to oral health. Results: The comprehensive analysis on the oral health units within the three health textbooks analyzed revealed that all three were similar, except that the textbook from publisher A did not include an introduction. The three textbooks also had differences in terms of the organization of the contents. In terms of the learning goals of the oral health units, there were differences between the WHO standards and the learning goals from the textbooks, with the WHO standards only partially reflected. The analysis also showed that there were more keywords on oral diseases than those related to oral health management and prevention. Conclusions: Improvements should be made regarding the learning goals and education topics of health education in order to ensure that children receive a more systematic oral health education in their earlier years, which will help to develop and correct oral health management habits among elementary school students.

• Human Ecology Research
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• v.55 no.2
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• pp.167-180
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• 2017

This study makes suggestions on the contents of home economics to form adolescents' values of a healthy marriage and family. For this objective, family-related contents of high school home economics textbooks between Korea and the U.S. were comparatively analyzed using a qualitative interpretation method, based on the elements of a healthy family. Obtaining nine types of high school technology & home economics textbooks (2009 revised curriculum), two types of high school home economics science textbooks (2009 revised curriculum), and five types of the U.S. home economics textbooks for grade 10 to 12, contents elements, described contents, pictures, illustration, and activity tasks of the contents were examined. This study discussed the implications of family-related content in home economics high school textbooks of Korea as well as presented suggestions to be used as basic data for the development of subject content. The results of the study can be summarized as follows. In the results of analyzing the family-related contents in home economics textbooks of both countries, Korean home economics textbooks emphasized the contents meeting a democratic and gender-equal family relationship, maintenance & creation of healthy family life culture, rational resource management, and support for children's growth & development. However, U.S. home economics textbooks focused on elements such as economic stability of family, stable food, clothing, and shelter, open conversation, support of children's growth & development, rational resource management, sharing family roles, healthy citizenship, and harmony between work and family.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Human Ecology Research
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• v.55 no.4
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• pp.337-349
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• 2017

This study analyzed contents of 12 kinds of middle school technology Home Economics(1) textbooks, 9 high school Technology Home Economics textbooks and 2 high school home science textbooks based on the 5 areas and 9 subject areas of 'Understanding of market and consumer', 'Reasonable consumption', 'Resolution and prevention of consumer problems', 'Formation of desirable consumption culture', 'Career and occupation related to consumption life' for the purpose of analyzing connectivity of contents in the area of 'consumption life' in the Technology Home Economics curriculum revised in 2009, and analyzed connectivity of contents on the basis of 'developed', 'repeated', 'different' and 'reduced' based on the results of analysis on the contents of the textbooks. Analysis results show that middle school Technology Home Economics(1) textbooks are mainly dealing with problems related to consumption life and ways to practice healthy consumption life, high school Technology Home Economics textbooks emphasized understanding of consumption culture in modern life and practice and method of sustainable consumption life, and high school home science textbooks contain overall contents of household financial management and consumption life. In general, contents were distributed as 'developed' 11 times (32.4%), 'repeated' 6 times (17.6%), 'reduced' 13 times (38.2%), 'different' 4 times (11.8%). Contents of the majority of textbooks are composed suitable for the curriculum achievement standard, but connectivity of 'developed' cannot be considered a desirable type of connectivity. various formation plans as suggested shall be devised not to let learning elements of 'consumption life' area discontinued considering school levels and achievement standard of curriculum.