• Title/Summary/Keyword: textbook analysis

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A Comparative Study on the Various Perspectives on the Nature of Science through Textbook Analysis Centering on the Consensus View, Features of Science, and Family Resemblance Approach (교과서 분석을 통한 과학의 본성에 대한 여러 관점의 비교 -전통적 접근, 과학의 특성, 가족 유사성 관점을 중심으로-)

  • Jho, Hunkoog
    • Journal of The Korean Association For Science Education
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    • v.39 no.5
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    • pp.681-694
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    • 2019
  • This study intends to delineate the characteristics of various perspectives on the nature of science (NOS) through the textbook analysis. Thus, centering on a science textbook called Science Laboratory Experiments, this study analyzes the elements of the NOS from three different perspectives: the consensus view, features of science (FOS), and family resemblance approach (FRA). While the consensus view highlights the similar elements of the NOS across the topics, the FOS is concerned about empirical ways for doing science. The FRA rather focuses on socio-cultural aspects of science activities. While the consensus view is useful to reify the features of the NOS, the FRA helps to understand science from various viewpoints. Regarding the philosophical account for three perspectives, all of them are ambiguous to some extent. The consensus view holds contradictory dispositions e.g., relativism vs. (post-)positivism, and critical realism and instrumentalism. The FOS supports empirical tradition but cannot effectively cope with the anomalous situation. The FRA is useful to show up the ways of science in both microscopic (personal) and macroscopic (social) viewpoints. However, the broader concept about science may mislead understanding of the NOS. Consequently, this study provides some implication for improving the framework of the NOS and teaching the NOS in the classroom.

Investigating Elementary Students에 Alternative Conceptions of Heat and Temperature (초등학생들의 열과 온도에 대한 대안개념 조사)

  • 최행숙;김은경;백성혜;이길재;정완호
    • Journal of Korean Elementary Science Education
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    • v.20 no.1
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    • pp.123-137
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    • 2001
  • In this study, the contents of elementary school science textbooks related to 'heat and temperature' are analyzed and alternative conceptions ofi"heat and temperature" among students enrolled in grades 4, 5 and 6 are investigated. 259 students were selected from a elementary school located in urban area. The relationships between students' alternative conceptions and the content of elementary science textbooks are also examined. Students' conceptions are analyzed from their answers to a paper-and-pencil test. The typical alternative conception of "heat and temperature" held by students was follows. They think that "heat" is a material and "temperature" is value of heat amount. They can't distinguish between "heat" and "temperature". Their explanation of "heat and temperature" is focused on hot or cool sensation and other observable characteristics of a material. A textbook analysis indicated that contents on "heat and temperature" were organized without the viewpoint of particle motion theory. This may be one of the causes of students' alternative conceptions.

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Exploring the Introduction of Fractions in Germany, Singapore, and South Korea Mathematics Textbooks

  • Lee, Mi Yeon;Choy, Ban Heng;Mizzi, Angel
    • Research in Mathematical Education
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    • v.24 no.2
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    • pp.111-130
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    • 2021
  • This exploratory study focuses on analyzing three mathematics textbooks in Germany, Singapore and South Korea to reveal similarities and differences in their introductions of fraction concepts. Findings reveal that all three countries' textbooks introduce fraction concepts predominantly by using pictorial representations such as area models, but the introductions of multiple fraction constructs vary. The Singaporean and South Korean textbooks predominantly used a part-whole construct to introduce fractional concepts while the German textbook introduced various constructs sequentially in the first pages using several scenarios from different real-life situations. The findings were represented using visual representations, which we called textbook signatures. The textbook signatures provided configurations of the textbook features across the three countries. At the end of paper, we share insights and limitations about the use of textbook signatures in the research on textbook analysis.

Middle school English textbook evaluation on the basis of the expressive language function analysis (표현기능 지도내용 분석을 통한 현행 중학교 영어교과서 평가)

  • Chang, Bok-Myung
    • English Language & Literature Teaching
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    • no.5
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    • pp.123-147
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    • 1999
  • English textbooks play essential roles in the whole English education context, the analytic study on English textbooks is very important in English education tasks. The purpose of this study is to analyze the expressive functions in the middle school English textbooks on the basis of the 6th national curriculum characteristics and the textbook analysis theories. The results of the expressive language function analysis are as follow: the teaching contents designed for the expressive language functions are not varied, but concentrated on the specific teaching types, and the teaching contents for the expressive language functions are not graded according to the students' development principles stated clearly in the 6th curriculum. The results of the English textbook analysis on the basis of the expressive language function analysis show that the 6th curriculum has some problems in itself and the middle school textbooks do not conform to the 6th curriculum principles. Therefore we need to improve the teaching contents for language functions by means of developing various types of teaching language functions.

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The Textbook Analysis on Probability: The Case of Korea, Malaysia and U.S. Textbooks

  • Han, Sun-Young;Rosli, Roslinda;Capraro, Robert M.;Capraro, Mary M.
    • Research in Mathematical Education
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    • v.15 no.2
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    • pp.127-140
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    • 2011
  • "Statistical literacy" is important to be an effective citizen ([Gal, I. (2005). Towards "probability literacy" for all citizens: Building blocks and instructional dilemmas. In: G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 39-63). New York: Springer]). Probability and statistics has been connected with real context and can be used to stimulate students' creative abilities. This study aims at identifying the extent that textbooks in three countries include experimental probability concepts and non-routine, open-ended, application and contextual problems. How well textbooks reflect real application situations is important in the sense that students can employ probability concepts when solving real world problems. Results showed that three textbook series did not mention experimental probability. Furthermore, all of text-books had more routine, close-ended, knowing, and non-contextual problems.

A textbook analysis of irrational numbers unit: focus on the view of process and object (무리수 단원에 대한 교과서 분석 연구: 과정과 대상의 관점으로)

  • Oh, Kukhwan;Park, Jung Sook;Kwo, Oh Nam
    • The Mathematical Education
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    • v.56 no.2
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    • pp.131-145
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    • 2017
  • The representation of irrational numbers has a key role in the learning of irrational numbers. However, transparent and finite representation of irrational numbers does not exist in school mathematics context. Therefore, many students have difficulties in understanding irrational numbers as an 'Object'. For this reason, this research explored how mathematics textbooks affected to students' understanding of irrational numbers in the view of process and object. Specifically we analyzed eight textbooks based on current curriculum and used framework based on previous research. In order to supplement the result derived from textbook analysis, we conducted questionnaires on 42 middle school students. The questions in the questionnaires were related to the representation and calculation of irrational numbers. As a result of this study, we found that mathematics textbooks develop contents in order of process-object, and using 'non repeating decimal', 'numbers cannot be represented as a quotient', 'numbers with the radical sign', 'number line' representation for irrational numbers. Students usually used a representation of non-repeating decimal, although, they used a representation of numbers with the radical sign when they operate irrational numbers. Consequently, we found that mathematics textbooks affect students to understand irrational numbers as a non-repeating irrational numbers, but mathematics textbooks have a limitation to conduce understanding of irrational numbers as an object.

An analysis of the curriculum and textbooks for air and correspondence high school in Korea (방송통신고등학교 영어과 교육과정 및 교과서 분석)

  • Lee, So-Young
    • English Language & Literature Teaching
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    • v.11 no.4
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    • pp.287-304
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    • 2005
  • Since Air and Correspondence High School (ACHS) in Korea was established in 1974, it has been serving many people who couldn't take the opportunities for learning in the regular high school due to several reasons. Regardless of the rapid change in technologies and educational needs during the past 31 years, however, ACHS hasn't changed much. Concerns have been recently made about the validity of the unchanged school system and many issues have been discussed relating to the innovation of the school system. Focusing on the teaching and learning contents, one of the important issues with respect to the school system, this paper examines the 7th English Curriculum for ACHS. The paper also investigates the textbooks used in ACHS to see how closely they align with the students' English proficiency and ACHS' instructional method by employing McDonough and Shaw's(1993) framework for textbook analysis. The results revealed that the current curriculum does not sufficiently reflect ACHS's characteristics, which leads to the adoption and development of inappropriate textbooks in terms of overall coherence, proficiency level, etc. The results suggest that the development of the curriculum and textbooks for ACHS should be based upon the students' needs and their level of proficiency rather than depending on the national curriculum and government-authorized textbooks intended for the relatively homogeneous school-age learners.

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A Textbook Analysis on History Domain of Elementary Social Studies in the 2007 Revised Curriculum (2007 개정 교육과정 초등 사회과 역사 영역 교과서 분석)

  • Kim, Ji-Won;Won, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.6
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    • pp.1013-1026
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    • 2012
  • The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

Textbook Analysis about Length Estimation and Exploration for an Alternatives (길이 어림과 관련된 교과서 분석 및 대안 모색)

  • Ko, Jung-Hwa
    • Communications of Mathematical Education
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    • v.24 no.3
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    • pp.587-610
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    • 2010
  • This paper investigates the ways for estimation ability improvement in length, which is recently emphasized in measurement area of mathematics education. According to preceding studies, students' length estimation ability is considerably low. Revision curriculum tried to pursue estimation and feeling of massiveness responsive to trends in mathematics education. But, Such efforts are not reflected in textbooks and they are rather weak in the aspect of estimation and feeling of massiveness. This paper analyzes the contents related to length estimation in current textbooks critically and explores an alternatives. This paper is suggestive for textbook development to improve ability to estimate length.

Language Education Policy and English Textbooks of Korea and Japan

  • Chang, Bok-Myung;Owada, Kazuhara
    • International Journal of Advanced Culture Technology
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    • v.9 no.2
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    • pp.56-63
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    • 2021
  • The aim of this study is to understand how English textbooks in Korea and Japan 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 six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. 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 and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.