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

• 한국학교ㆍ지역보건교육학회지
• /
• 제2권2호
• /
• pp.79-87
• /
• 2001

The purpose of this research is to investigate various characteristics of the health unit presented in current physical educational curriculum and study a variety of middle school physical education textbooks in the aspect of health education. The conclusions of this research are as follow Acquiring and executing of health knowledge is important in the school health education. Thus, the contents of textbook suitable to the developmental stage of teenager and applicable to future life should be concretely presented in the physical education textbook. The standard of selecting the range of physical education contents should be regulated, and the contents appropriate to standard should be presented in the physical education textbook. We make student utilize the textbook by showing the sample the example of portfolio and self-checklist in the textbook. In the aspect of formation of textbook, scientific and systematic which is appropriate to improving the power of thinking and inquiry should be used in the textbook. In the aspect of format of textbook, application of CD-ROM or video type should be attempted, making the textbook. Moreover, the health education in the physical education textbook should be connected to not only the school health education but the health education in the unit of home and society for the purpose of successful health education.

• 대한지구과학교육학회지
• /
• 제8권1호
• /
• pp.56-65
• /
• 2015

The purpose of this study is to investigate how elementary school student understands or students understand the illustrations on the phase change of the Moon in science textbook and to find out how textbook illustration helps students form the conception of the phase change of the Moon. To identify this purpose, we selected illustrations on the phase change of the Moon in the science textbook revised in 2007 and 2009 revised science textbook. For this study we selected and interviewed 20 students in the fifth grade. We integrated all data collected through interviews and created a transcription and a protocol and then, confirmed scientific conceptions related to the phase change of the Moon in students' illustration reading. The result are as followings: First, students read more scientific conceptions related to the phase change of the Moon in illustration of the 2009 revised science textbook which is presented with the universal observer's view point and the earth observer's view point. Second, students who find meaning in the various elements of the illustration and interpret with the integration of the various elements, get a lot of relevant information from illustration. All students have no differences recognizing the elements presented in illustration. But there are differences of contents of illustration reading depending on how students interpret the illustrations with integration of the various elements and if students cannot figure out the four scientific concepts needed to understand the phase change of the Moon, they ignore the information provided by illustration or analysis in their own way according to information provided by illustration. So misconception appears in this process.

• 한국초등과학교육학회지:초등과학교육
• /
• 제21권2호
• /
• pp.187-200
• /
• 2002

The purpose of this study is to examine how well students can acquire scientific knowledge from the process and activity presented in the textbook. This is achieved by analysing of comparison on the material area in the 6th and 7th national curriculums' 3rd and 4th grade science textbooks. The method of this study is to analyse the contents, teacher's instruction and illustrations of the textbooks in the material area in both 6th and 7th national curriculum's 3rd and 4th grade science textbooks. Following is the result of the study. First, compared to the 6th national curriculum's content. 7th national curriculum is composed by phenomenon and activity focused. This considers student's developmental stages and abilities of concentration so one topic in the textbook is divided into 16 small contents. Therefore the textbook content of the 7th curriculum seems to have desirable changes. Secondly, teacher's instruction in the textbook of the 7th curriculum has impartial distribution in part Ⅰ and part Ⅱ according to Homey's analysis. This shows that some problems of writing textbooks that were pointed in the 6th curriculum have been improved. Thirdly, the content of the textbook emphasizes inquiry process as the 6th curriculum did. The 7th curriculum, however, more deeply deals with expecting and inferring. Finally, the analysis of illustration shows that the proportion of motive induction is high. This is also desirable approach to give students more interests in studying science.

• 대한화학회지
• /
• 제52권4호
• /
• pp.394-403
• /
• 2008

• 대한화학회지
• /
• 제47권1호
• /
• pp.67-71
• /
• 2003

7차 교육과정에 따라 개발된 7학년 과학교과서 물질 영역의 탐구활동을 분석하여 교과서의 개발과 학습에 대한 교육적 시사점을 찾고자 하였다. 교과서의 탐구활동을 탐구유형, 탐구과정, 탐구상황 등의 3개의 영역으로 나누어 분석하였다. 6개 출판사에서 발간된 과학교과서의 ‘물질의 세 가지 상태', ‘분자운동', ‘상태변화와 에너지'를 분석 대상으로 하였다. 7학년 물질 영역의 탐구 활동 분석 결과를 종합하였을 때, 탐구 유형이나 탐구 과정 요소 및 탐구 상황의 편중성이 두드러졌으며, 이러한 부분을 보완할 수 있는 탐구 활동으로 학생들을 지도하여야 할 것이다. 또한, 과학과의 교육 목표에 부합되는 교과서 개발을 위해 탐구 활동을 검토하고 교과서 검정 기준에 탐구 활동의 평가틀을 제공하여야 할 것이다.

• 한국과학교육학회지
• /
• 제15권2호
• /
• pp.213-222
• /
• 1995

Analyzing textbook is the first step for enhancing the level of biology education especially in Korea. Prior studies of textbook analysis have mostly dealt with such topics as terminology analysis, content analysis, relationship analysis of chapters, and comparative studies. However, not much attention was paid to concept system to be learned and to relevance of concepts chosen. Therefore, the purpose of this study is to clarify the concept system and to elucidate the relationship among concepts for effective learning. Novak's concept map was utilized as a theoretical framework for the analysis of chapter I of high school biology textbook. Concept map has several distinctive merits in many aspects such as teaching, learning, and evaluation. It not only makes the understanding of key concepts and proposition a lot easier, but also helps to link prior knowledge and new concepts more effectively. This study will be a basic material for improving textbook for effective biology learning. The conclusions of the study are as follows: 1. Concepts in subchapters were arranged unsystematically or they were overlapping. For more effective understanding, those items should be rearranged. 2. Key concepts are not arrayed properly according to their hierarchy. Therefore, it was hard for students to set up concept structure. 3. The concepts emphasized by bold letters were not selected properly in accordance with their importance. Appropriate concepts should be chosen. 4. Key concepts should be explained by using examples in everyday life for easy understanding. 5. Many concepts in molecular biology is too abstract to grasp their meaning. Therefore, many audio-visual materials should be used to aid concept building.

• 한국초등과학교육학회지:초등과학교육
• /
• 제36권2호
• /
• pp.163-179
• /
• 2017

This study is to examine whether elementary science textbooks in Korea and Singapore are applicable to flipped learning. By comparative study we sought to identifying appropriate features of science textbooks for learner-centered teaching. We analyzed text pages on the unit of 'Working of electricity' in Korean elementary science textbook for sixth grade and three chapters of 'Electric circuits, Using electricity, Conductors of electricity' in Singaporean elementary textbook, 'Science : My pals are here!'. We designed evaluating frameworks for science textbooks based on the four pillars of flipped learning. and applied it to 10 elementary teachers evaluate two textbooks. They evaluated textbooks with Likert Scale items and wrote detailed statements and exemplars about their choices. We analyzed the teachers' evaluative descriptions inductively and chose commonly mentioned characteristics. Based on the analysis, we got to the conclusion about specific features of two elementary science textbooks in terms of flexible environment, learning culture, intentional contents, and teachers' expertises. Implications for improving science textbooks towards flipped learning and learner-centered teaching through comparative study were discussed.

• 한국과학교육학회지
• /
• 제36권1호
• /
• pp.167-175
• /
• 2016

본 연구에서는 2009개정 과학 교과서에 새롭게 추가된 캐릭터의 역할 범주화, 역할 및 발문 분석을 통해 과학 교과서에 사용된 캐릭터의 기초 정보를 제공하고 추후 교과서 제작에 참고할 수 있는 시사점을 알아보고자 하였다. 연구대상은 2009개정 초등학교 과학과 교육과정에 따라 개발된 과학 교과서 중 4학년 교과서이다. 분석방법은 분석 대상 선정 및 분석틀 개발, 캐릭터 역할 분석, 발문 분석이다. 연구 결과, 캐릭터의 역할 유형은 자료제공, 동기유발, 탐구 활동 안내, 탐구결과 순으로 활용되고 있는 것으로 나타났다. 과학 교과서 속 캐릭터를 영역별로 분석한 결과 생명 영역이 자유탐구, 에너지, 물질, 지구 영역보다 많이 활용되는 것으로 나타났다. 발문 유형 분석 결과는 확산적, 예상적, 적용적, 재인적 발문 순으로 나타났고 회상적, 평가적 발문은 없었다. 본 연구 결과는 그림과 텍스트의 결합 형태로 제시되는 캐릭터의 역할을 범주화하고 그 역할을 규명하여 실제 교과서 속에 활용된 캐릭터를 분석하였다는 점에서 의의가 있으며, 이는 앞으로 초등 과학 교과서를 구성하는 과정에서 보다 체계적이고 유기적인 캐릭터 활용에 시사점을 줄 것이라 판단된다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권4호
• /
• pp.390-403
• /
• 2009

We have examined the perception of teachers and students in elementary schools toward the frontier science and analyzed corresponding contents in science textbooks in Korea and the U. S. in order to promote a good guidance for the frontier science education. We prepared separate questionnaires for teachers and children, respectively, and analyzed the responses obtained from 244 teachers and 1,000 students in five elementary schools. For the analysis of how to introduce the frontier science, we investigated textbooks such as Science, Society and Practical Arts of Korean elementary school, and an American science textbook published by Scott Foresman. This study revealed that teachers are well aware of the importance of the frontier science, however, they are inactive in conducting the subject in class rooms because of their insufficient scientific knowledge and poor environment for teaching. It has been found that children had strong interest in the frontier science, however, opportunities to learn the topic are not properly provided. The frontier science m the American science textbook turned out to be more systematically introduced than that in Korean ones.