• Korean Educational Research Journal
• /
• v.38 no.1
• /
• pp.29-39
• /
• 2017

This study analyzes the items of acid base and redox unit in the middle school science textbook based on the 2009 revised science curriculum using Bloom's taxonomy of educational objectives. As a result of the analysis, the elements of knowledge area appeared the most in textbook items of all publishing companies, and those elements were less in order of understanding, application, analysis, synthesis and evaluation. And the sub-domain of cognitive domains were not evenly distributed by the publisher. Therefore, schools need to refer to the evaluation items of the textbooks of various publishing companies and use them in class.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.31 no.1
• /
• pp.1-10
• /
• 2003

The purpose of this study is to categorize a landscape adjective list for urban landscape analysis. For this purpose, four methods are used. The first method is to survey the foreign landscape adjective lists such as Feimer's EACL & LACL, VRM suggested vocabulary, and IEA and LI's aesthetic factors, which are commonly used in domestic research. The second method is to analyze vocabulary in Korean linguistic textbook the third is to investigate Korean adjective lists from 36 domestic research. The last is to survey adjectives used to express the urban landscapes. 24 landscapes from BunDdang, GwaCheon, YakSoo and ApGuJeong were presented to 40 subjects, whose responses were collected and categorized. The frequency analysis of the adjectives and landscape factors were processed by SJTOOL, which was programmed for Korean vocabulary analysis. The results of this study can be summarized as follows: Foreign adjective lists were mainly focused on the physical features of landscapes and they also had linguistic problems caused by the translations. Therefore, it is undesirable to use the foreign adjective list directly to analyze Korean urban landscapes. The vocabulary from the linguistic textbook has more variety, but it includes many adjectives irrelevant to the urban landscape. More types of adjectives were used in the researches(890 adjectives/295 types), compared with the result of response survey(1,406 adjectives/270 types). Because some adjectives were partly confusing, it is desirable to categorize the adjectives. The categorized adjectives could therefore be more useful and practical for urban landscape analysis.

• Hwankyungkyoyuk
• /
• v.24 no.3
• /
• pp.26-33
• /
• 2011

In this study, we discuss ways to environmental values education from sentences on environmental education textbooks. Values education is very important territory in environmental education. But school environmental education has some different idea about how to teach that. One way is to teach directly. The other way is to teach in a roundabout way. These days many researches said that roundabout way is better. The purpose of this study is to find out good ways to values education in environmental education. So we analyzed sentences on four environmental education textbooks of middle school. The analysis is limited body of textbooks. And we found immediate appropriateness expression for values education. The study results are as follows. There are 420 immediate expression in textbooks. That is 11% of whole expressions. And 6 big Units of textbooks have not difference about that expression. Most last sentences of class are immediate expressions. So authors of textbook will have mind about good values education method. One method is to use many interrogative sentences. Interrogative sentences help that student have values of themselves.

• Herbal Formula Science
• /
• v.30 no.4
• /
• pp.233-240
• /
• 2022

Objectives : This study aims to propose a processing method for dosage units of medicinal materials and the database schema to manage formula data in Korean medicine ontology. Methods : All dosage units of medicinal materials are collected from the seven textbooks that contain formula data of Korea medicine ontology. Dosages are converted to Arabic numerals and units that are frequently used are converted to representative units. Database schema is designed for processing and managing the formulas and medicinal materials with dosage units. Results : Seven representative units are selected out of 77 units. They will be used in the addition or subtraction of medicinal materials in a formula support system. The remaining units will be made available for references. Conclusions : EMR or chart programs used in clinical hospitals contain formula data that is already standardized. However, the formula data in Korean medicine literature and textbook is not refined, so it is necessary to process the dosages and units of medicinal materials to use in the formula support system. This result is a processing method to utilize the formula data of Korean medicine textbooks and it will be implemented this method in the established formula support system in the future.

• Journal of The Korean Association of Information Education
• /
• v.10 no.2
• /
• pp.261-271
• /
• 2006

Since the educational guideline on Information and Communication Technology(ICT) was announced, almost every school has taught about ICT during the discretionary classes. Although research on the computer curriculum and comparative studies on computer textbooks have been conducted, a study on the current status of the use of computer textbooks has not been carried out yet. On the basis of such needs, this study was conducted to investigate the current status of the use of computer textbooks in elementary schools(i.e. how teachers use computer textbooks in schools, and what teachers and students think about computer textbooks), and to suggest ideas to be considered in order to improve the quality of computer textbooks. The main finding of this study is that although most teachers use computer textbooks, the frequency of use is low and teachers use the textbook by revising or complementing its content. Also, most teachers respond negatively to some aspects of computer textbooks(i.e. level-based learning, reconstructional facility, systemicity, enhancement of exploring and creative ability, induction of interest, enhancement of self-directed learning, and assignments). In contrast with this result, students respond negatively only to the vocabularies used in computer textbooks. In addition, teachers showed significantly different responses according to their age and teaching experiences, and students demonstrated significantly different responses according to their gender and the frequency of the use of computer textbooks.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.259-276
• /
• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.1
• /
• pp.66-73
• /
• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.453-474
• /
• 1998

This study is focused on the possibility if we can use graphic calculators in teaching and learning school mathematics. This study is consisted with four main chapters. In chapter II, the functions of the graphic calculator EL-9600 produced by Sharp Corporation was analyzed focused on the possibilities if the functions could be used in teaching and learning school mathematics. Calculating of real numbers and complex numbers, solving equations and system of linear equations, calculating of matrices, graphing of several functions including polynomial functions, trigonometric functions, exponential and logarithmic functions, calculation of differential and integrals, arranging of statical data, graphing of statistical data, testing of statistical hypotheses, and other more useful functions were founded. In Chapter III, a mathematics textbook developed by Core-Plus Mathematics Project was analyzed focused on how a graphic calculator was used in teaching and learning mathematics, In the textbook, graphic calculator was used as a tool in understanding mathematical concepts and solving problems. Graphic calculator is not just a tool to do complex computations but a tool used in the processes of doing mathematics, In chapter IV, the 7th mathematics curriculum for korean secondary schools was analyzed to find the contents could be taught by using graphic calculators. Most of the domains, except geometric figure, were found that they could be taught by using graphic calculators, In chapter V, a model of a unit using graphic calculator in teaching 7th mathematics curriculum was developed. In this model, graphic calculator was used as a tool in the processes of understanding mathematical concepts and solving problems. This study suggests the possibilities that we can use graphic calculators effectively in teaching and learning mathematical concepts and problem solving for most domains of secondary school mathematics.

• Education of Primary School Mathematics
• /
• v.21 no.2
• /
• pp.111-130
• /
• 2018

In this study, I compared and analyzed the contents of Korean, Japanese, Singapore, American, and Finnish textbooks about fraction which is one of the important and difficult concepts in elementary school mathematics. This is aimed to get the implications for meaningful fractional teaching and learning by analyzing the advantages and disadvantages of the methods and time of introducing the concept because fraction has the diversity of the sub-concepts and the introducing methods or process. As a result of the analysis, the fraction was introduced as part-whole(area) in all five countries' textbooks, but the use of number line, conversion between improper fraction and mixed number, whether to deal with part-whole(set) model. Furthermore, there are differences in the methods in obtaining of the equivalent fraction and the order of arrangement in comparison of fraction. Through this analysis, we discussed the reconsideration of the introducing contexts of fractions, the use of number line when introducing fractions, and the problem of segmentation and classification of contents.

• Journal of the Korean earth science society
• /
• v.30 no.4
• /
• pp.513-526
• /
• 2009

It has long been that the unit of oceanic salinity changed from permil (%o) to other unit. However, the middle-and high- school textbooks of science and earth science have still used %o as salinity unit that was defined a long time ago. The objectives of this study are to briefly discuss about the historical development of change in salinity unit and measurement techniques, to present differences between the salinity units of psu (practical salinity unit) and %o, and to address the need and validity for the correction of salinity unit in the textbooks. Twenty-seven kinds of textbooks based on the 7th National Curriculum were analyzed to investigate the expression of salinity unit and the definition of salinity. The results were compared with the usage of salinity units in the articles published in Journal of Korean Society of Oceanography from 1967 to 2008. The percentages by the use of %o were 96.3% in the text and 83.8% in the graphs or tables of the textbooks. By contrast, the scientific papers began to use psu from 1994 and then %o has seldom been used since 2004.