• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.1-30
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• 2005

Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

• The Mathematical Education
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• v.62 no.1
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• pp.23-34
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• 2023

The rationalizing denominators presented in the mathematics textbooks is being used in various places of school mathematics curriculum. However, according to some previous research on the rationalizing denominators in school mathematics, it seems that there is no clear explanation as to why rationalizing denominators is necessary and why it should be used. In addition, a previous research insists that most students know how to rationalize denominators but do not understand why it is necessary and important. To confirm this, we examined the rationalizing denominators presented in the 2015 revised mathematics curriculum as school mathematics. Then we also examined the rationalizing denominators algebraically as academic mathematics. In detail, we conducted an analysis on the rationalizing denominators presented in randomly selected three mathematics textbooks and teacher guidebooks for middle school third grade. Then the algebraic meaning of the rationalizing denominators was examined from a proper algebraic structure analysis. Based on this, we present alternative definitions of the rationalizing denominators which is suitable for school mathematics and academic mathematics. Finally, we also present the mathematical contents (irrationals of the special form can be algebraically interpreted as numbers in the standard form) that teachers should know when they teach the rationalizing denominators in school mathematics.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.774-783
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• 2009

The purpose of this study was to survey the secondary science teachers' viewpoints of basic particles conceptions addressed in science course. The first content of this study was to analyze the secondary science teachers conceptions related to basic particles founded on scientific history viewpoints. The second content was to investigate their understanding of relations between atom, element, and molecule concepts. The third content was to search the factors influenced on basic particles conceptions of science teachers. For this study, 96 secondary science teachers were selected. The data of this study were collected through a questionnaire developed for this study and were analysed using the method of constant comparative analysis. The results showed that their viewpoints towards basic particles were similar to each other regardless of their majors and their conceptions belonged to the past viewpoints. The teachers lacked linking understand among basic particles conceptions because they applied different viewpoints on different problems. Most of the teachers were influenced on science textbooks, guidebooks for teachers, and reference books to form confusing viewpoints of basic particles.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.706-716
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• 2002

The purpose of this study was to compare and analyze the science process skills and teaching methods between the 6th and the 7th elementary school science textbooks. For this study, science textbooks and teacher's guidebooks from the 3rd to the 6th grade were analyzed. In this research the science process skills are divided by basic process skills(BPS) and integrated process skills(IPS). The BPS is composed of observing, classifying, measuring, predicting and inferring skill, which are 5 subcategories. The IPS is composed of problem cognition, formulating hypothesis, controlling variables, transforming data, interpreting data, drawing result, and generalization, which are 7 subcategories. The results found in the analysis of science process skills in the 6th and 7th science textbooks are as follows: 1. The percentage of the BPS was increased, but the IPS was decreased in the 7th than the 6th. 2. The percentage of the IPS was higher than the BPS in the 6th science textbooks, but the BPS was higher than IPS in lower grade and the IPS was higher than the BPS in higher grade in the 7th textbooks. 3. Observing and problem cognition skill were most dominant in the 6th and 7th science textbooks. 4. The percentages of observing(24.8%), classifying(5.4%), measuring(5.6%), inferring(6.0%) in the BPS and interpreting data(4.4%) in the IPS were increased, but predicting(3.8%), formulating hypothesis(0.5%), controlling variables( 1.8%), transforming data( 1.2%), drawing result(0.8%) and generalization(0.9%) skills were decreased in the 7th. And teaching methods suggested in the curriculum are as follows: the percentages of learning by observation(19.2%) and role play(0.1 %) were decreased, but learning by experiment(6.2%), learning by discussion(2.0%), learning by investigation(4.6%) and creative learning(6,4%) were increased in the 7th than the 6th. In conclusion, it was found that the basic process skills were emphasized in the 7th science textbooks than the 6th and the science process skills in the science textbooks of the 7th curriculum were distributed by the grade level of the elementary children.