• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.897-908
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• 2009

Inscriptions are integral parts of the current science textbooks, and become medium that makes sense of scientific concepts effectively. This study analyzed the inscriptions from five science textbooks at the secondary level in terms of its type, function, and structures. Analyzing types of inscriptions resulted that the ratio of frequently used photographs and illustrations were much higher than that of graphs and tables used. In case of function analysis, illustrative and complementary functions were dominant in terms of frequency and ratio, whereas explanatory, decorative and inquisitive functions were relatively rare. Inscriptions of single structure was much more than multiple structure. Multiple structure of pair and series were mainly used for representing contrast and sequence, respectively. The proportion of inscriptions in type, function and structure across the textbooks was significantly different. Based on the results, it was suggested that semiotic study about the function and the structure of inscriptions need to be carried out in earth science area to better understand the pedagogical implications of inscriptions in school science.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.215-223
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• 2020

The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.56-65
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• 1993

The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.1-22
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• 2017

The properties of arithmetic are considered as essential to understand the principles of calculation and develop effective strategies for calculation in the elementary school level, thanks to agreement on early algebra. Therefore elementary students' misunderstanding of the properties of arithmetic might cause learning difficulties as well as misconcepts in their following learning processes. This study aims to provide elementary teachers a part of pedagogical content knowledge about the properties of arithmetic and to induce some didactical implications for teaching the properties of arithmetic in the elementary school level. To do this, elementary school mathematics textbooks since the period of the first curriculum were analyzed. These results from analysis show which properties of arithmetic have been taught, when they were taught, and how they were taught. Based on them, some didactical implications were suggested for desirable teaching of the properties of arithmetic.

• School Mathematics
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• v.19 no.4
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• pp.731-749
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• 2017

The purpose of this study is to find out whether the current mathematics textbooks are structured so as to cultivate students' statistical literacy. To do this, we analyzed the problems of the statistics units of 9 kinds of middle school 3rd grade mathematics textbook according to 2009 revised mathematics curriculum based on four types of context and statistical problem solving process. As a result of the analysis, among the four types of context, the problems that correspond to the type of personal context was the highest in 67% and among statistical problem solving process, the data analysis process was the highest in 72.85%. According to the results of this study, it is necessary to include the problems that can recognize the necessity of statistics through the use of various contexts and that can develop the statistical literacy through the activities that from the process of collecting data to guessing reasonable conclusions from the presented data.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.279-287
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• 2018

In this study, we analyzed the explanations and examples of Brønsted-Lowry model in Chemistry I and Chemistry II textbooks of the 2009 revised curriculum. In particular, the definition of the Brønsted-Lowry model, the examples, and the content of experiments were analyzed by the process perspective of chemical equilibrium, emergent process. The analyzed textbooks were 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks in 2009 revision curriculum. As a result, Chemical I textbooks did not adequately show the chemical equilibrium viewpoint when explaining the Brønsted-Lowry model. In the Chemistry II textbooks, the examples of Brønsted-Lowry model were not present emergent process viewpoint, and those were described as sequential viewpoint of Arrhenius model. In addition, examples of experiments to demonstrate the Brønsted-Lowry model of Chemistry II textbooks were insufficient. The experimental examples related to the definition of acid bases were at the level of classification by the color change of indicators. The experimental examples for explaining the strength of acid and base were to compare current intensity or amount of hydrogen gas generated from the reaction with metal. In addition, all textbooks presented the state of aqueous solution when describing the Brønsted-Lowry model, causing problems with differentiation from the Arrhenius model. Therefore, it is necessary to develop examples of experiments to help students understand Brønsted-Lowry model by presenting acid and base reaction in the non-aqueous solution state.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.57-70
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• 2013

This study is aimed to compare the area of geometry of elementary mathematics textbooks in korea and china. Through this study, we would like to suggest some guidelines in order to develop geometric curriculum and textbooks in korea and to search for more efficient methods of learning mathematics. For this, we have looked through the general characteristics of geometry domain in mathematics curriculums and the textbooks in korea and china. Furthermore, we have found the similarities and differences while comparing specific contents in the two countries. The followings are the conclusions of this study. First, The mathematics curriculum in korea is divided into 'figure' domain, but the one in china is divided into 'space and figure' domain, which deals with figure and measurement. And china constructs the contents of the basic figure as a whole unit. Second, korea gives clear learning aims about contents whereas china gives learning activities. Lastly, when starting teaching a plain figure, korea focuses on checking and finding definitions and characters through fundamental figures. However, china focuses on figuring out components and the relations among them throughout various plain figure activities.