• International Journal of Advanced Culture Technology
• /
• v.9 no.4
• /
• pp.248-253
• /
• 2021

The aim of this study is to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of 15 English textbooks currently used in South Korea. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that South Korea has tried to cultivate Korean learners' cultural competence through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities.

• Journal of vocational education research
• /
• v.35 no.4
• /
• pp.155-176
• /
• 2016

This study analyzed content of and recognition on occupations shown from Technology Home Economics textbooks of the high school elective subject having a higher connection with the career development capability for the occupational world as shown from a curriculum analysis. Hence, this study selected 3 kinds of high school Technology Home Economics textbooks with a higher share from 6 in the 2007 revised curriculum and analyzed a frequency by characteristic of occupational content and recognition on description of a occupation. Content analyzed by researchers was examined by 2 school teachers to ensure the validity and objectivity of research findings. Research findings show that there is a great deal of frequency difference in occupations suggested by publisher and unit in the Technology Home Economics subject. Also suggestion frequency of the occupational classification by level from Korean standard industrial classification did not correspond to an actual situation of employment. Occupation names suggested from textbooks occupied 3.3% of those by Korean Occupation Dictionary, showing a higher suggestion ratio at occupations preferred by adolescents. In the textbooks, occupations were suggested from reading materials, photos and illustrations more than from texts. Recognition on descriptions of occupations showed for the most part the neutral(82.8%) and the positive16.2%)', and there was no biased intention even from some negative cases(1.0%). Based on research findings, this research has significance in that it suggested things to be considered for teaching career development capability in the high school Technology Home Economics subject and need for cultivating teachers' specialty to understand occupations and instruct career development. It also suggested improvements to be required for a new curriculum textbook.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.411-430
• /
• 2017

This study examined the understanding of 24 pre-service teachers about the three contexts for constructing the exponential graphs. The three contexts consisted of the infinite points context (2009 revision curriculum textbook method), the infinite straight lines context (French textbook method), and the continuous compounding context (2015 revision curriculum textbook method). As the result of the examination, most of the pre-service teachers selected the infinite points context as easier context for introducing the exponential graph. They noted that it was the appropriate method because they thought their students would easily understand, but they showed the most errors in the graph presentation of this method. These errors are interpreted as a lack of content knowledge. In addition, a number of pre-service teachers noted that the infinite straight lines context and continuous compounding context were not appropriate because these contexts can aggravate students' difficulty in understanding. What they pointed out was interpreted in terms of knowledge of content and students, but at the same time those things revealed a lack of content knowledge for understanding the continuous compounding context. In fact, considering the curriculum they have experienced, they were not familiar with this context, continuous compounding. These results suggest that pre-service teacher education should be improved. Finally, some of the pre-service teachers mentioned that using technology can help the students' difficulties because they considered the design of visual model.

• Journal of the Korean Dietetic Association
• /
• v.13 no.4
• /
• pp.379-388
• /
• 2007

This study empirically examined the actual level of elementary school children's knowledge of nutrition and the extent of current nutrition education for the children through the use of textbooks. Two or three classes were sampled from each of six schools, respectively, in Gangneung; of the 562 questionnaires that were distributed, 537 were returned and used for analysis. Respondents were all sixth-graders, on average boys and girls were 153.02$\pm$8.19㎝ and 152.79$\pm$7.15㎝ in height and 45.27$\pm$10.32㎏ and 43.33$\pm$7.46㎏ in weight, respectively, which was consistent with others' research. Most children had two siblings and a working mother, considered that they were well off, and their mother prepared meals. Children regularly had breakfast and dinner, although more children had dinner than breakfast. As a whole, their knowledge of the main nutrients contained in foods was lower than their general knowledge of nutrition. There were significant differences in knowledge of the main nutrients contained in foods, with girls showing more knowledge than boys (p<0.01). Most of them learned about nutrition at school, followed by home. At school, Practical Technology classes taught them the most about nutrition. Although Physical Education classes were expected to teach about nutrition in a quantitative way, they accounted for just 4.7% of the overall knowledge. As for the children's understanding of nutrition education through use of a textbook at school, just 19% of the students gained a very good understanding. As for interest in nutrition education at school, 22.2% of the students had no interest, while girls were more likely to have their interest in nutrition education at school affected by knowledge of nutrition than boys. For both boys and girls, the most desired method of education was cooking practice. More research across subjects is necessary so that nutrition education concentrated on the curriculum for fifth-graders can be provided by stages from the lower grades. Since cooking practice or games were preferred, it is necessary to develop nutrition education methods to incite active interest rather than passive education.

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.480-493
• /
• 2005

The development of modem technology made people more aware of the importance of science education, which was followed by research on textbooks based on the new curriculum. This study compared physics textbooks that were published after the new curriculum started in 2000 and 2002 in Korea and Japan, respectively, and aimed to become a reference for further improvement of science curriculum and textbook reform. The results were as follows : 1. The number of teaching topics in Korean science textbook is greater than those in Japan. 2. In detail, the field of physics appeared to be relatively more important in Korea's textbooks, while it was the field of biology that was given more weight in textbooks in Japan. 3. The textbooks in Korea and Japan covered in more detail the concepts of 'power and energy' and 'electricity and magnetism', respectively. 4. The textbooks in Korea introduced the contents of magnetism initially, whereas their counterparts in Japan, the contents of light. As a whole, the contents of the science textbooks in Korea and Japan were very similar. However, more detailed concepts were included in Korea's textbooks, and therefore, Korea's textbooks seemed to have richer contents than Japan.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.7 no.4
• /
• pp.603-613
• /
• 2017

The purpose of this study was to develop an scientific inquiry learning module by applying ESD and to verify its effect so that students could understand sustainable development and geology concepts by reconstructing the contents of the geology related unit. For this purpose, the "Volcanoes and Earthquakes" unit in the 3-4 grade group of the Korea national curriculum was selected and the scientific inquiry learning module was developed. The developed inquiry learning module consisted of one textbook and one teacher 's guidebook, and it was put into one class of elementary school to verify the effect. As a result, the teacher said that it was good to be taught contents of ESD and it was useful because of the concreteness of inquiry activities. The students responded that they were interesting because developed textbook is more often the interesting picture and activity than traditional textbook. And the students responded that 'ESD' has been an opportunity to be interested in science.

• Journal of Korean Elementary Science Education
• /
• v.38 no.2
• /
• pp.275-286
• /
• 2019

The purpose of this study is to investigate the features of inquiry activities using technology in the 2015 revised elementary science digital textbooks. For this, we analyzed the features of inquiry context and inquiry method presented in inquiry activities using three kinds of technology: Virtual experiment, virtual reality and augmented reality. As a result, firstly, the most common types of 77 inquiry activities were realistic type which shows the phenomenon actually and vividly as possible and realistic-abstract type which shows the phenomena with the abstract concepts. Second, the ways of using three technologies were different depending on the processes of inquiry and the sub-domains of science. For example, virtual experiment technologies were mostly used in the contents of physics and chemistry with the inquiry context of realistic-abstract type for investigating the relationship between variables of experiments and describing the phenomena mechanically. On the other hand, virtual reality and augmented reality techniques tended to be used more frequently in biology and earth science contents with the inquiry context of realistic type for observing and describing the phenomena. Finally, we discussed educational implications in terms of developing and applying technology-based inquiry activities.

• The Mathematical Education
• /
• v.59 no.4
• /
• pp.389-403
• /
• 2020

This study aims to examine how information processing competency as one of the mathematical competencies has been interpreted and applied in mathematics education by analyzing tasks in middle school mathematics textbooks under the 2015 revised national curriculum. Based on the sub-elements of information processing competency organized by Park et al.(2015), we analyzed 191 tasks in 30 different middle school mathematics textbooks using descriptive statistics and ANOVA. Also, we investigated the meaning of information processing competency embedded in the tasks by distinguishing the characteristics of several different types of tasks. The results from this study showed that the number of tasks related to information processing competency in mathematics textbooks was too small and there was a huge difference across the textbooks in terms of the sub-elements. Even though there were four sub-elements of information processing competency, 'the use of manipulative and technological tools' was extremely dominant in the tasks in general. Even many of them used technology and manipulatives superficially. Furthermore, any textbook did not provide tasks dealing with all the four sub-elements. Such an unbalanced and fragmented approach to information processing competency could produce biased knowledge and insufficient experiences for information processing competency. It calls for further investigation and discussion about how to improve information processing competency in school mathematics.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.3
• /
• pp.9-17
• /
• 2007

This study compared and analysed computer textbooks of the middle school from South Korea and North Korea for preparing the unification of the Korean Peninsula. According to the result of this study, the contents of South Korea textbook were equally selected from all scopes. By contrast, the contents of North Korea mostly consisted of the basic knowledge of computer, word-processing excluding the newest contents as Internet or Multimedia. But with the BASIC programming and algorithm for enhancement of the creative solving ability, prospective IT brains had been trained in North Korea. Moreover, due to differences of language policy and country that delivered IT technology, significant differences were found between South and North Korea in IT terminology. For preparing IT education after unification of the Korean Peninsula, both efforts of people who work in the fields of IT and school system in South and North Korea should be taken in order to relieve these differences.

• Smart Media Journal
• /
• v.1 no.4
• /
• pp.84-89
• /
• 2012

The purpose of this study is to determine the criteria proposed by the research conducted to a group of life science teachers for the requirement of experience program in life science textbook of high school curriculum. A committee consisting of education experts has developed the research tool for the purpose described above. Research tool covered the degree to the necessity of experience program reflected in the subsection and in the context of the life sciences, and the section should be dealt with in the program. A total of 53 life science teachers responded to the survey conducted in 46 high schools of Dajeon city for a period of 1 month (April, 2012). Subsequent analysis of the investigation identified 15 demanding subsections to be reflected in the experience program including 'gene and life engineering'. Contents that need to be applied to the subsections are 32 items including 'the technology of life engineering and its utilization'.