• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.119-128
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• 2020

Objectives: This study aimed to analyze the textbook content, specifically that of the oral health units, of Korean elementary health textbooks in order to discuss oral health education in elementary schools through textbooks. Methods: The study analyzed the "oral health" units of six health textbooks for students in the fifth and sixth grades of elementary school in Korea. It identified the number of pictures, practice contents, and summaries in the textbooks, calculating the proportion of oral health units relative to the total number of pages in the textbook and comparing the learning goals provided by the WHO with the education contents. In addition, the study also analyzed several keywords from the textbooks in terms of whether they relate to oral health. Results: The comprehensive analysis on the oral health units within the three health textbooks analyzed revealed that all three were similar, except that the textbook from publisher A did not include an introduction. The three textbooks also had differences in terms of the organization of the contents. In terms of the learning goals of the oral health units, there were differences between the WHO standards and the learning goals from the textbooks, with the WHO standards only partially reflected. The analysis also showed that there were more keywords on oral diseases than those related to oral health management and prevention. Conclusions: Improvements should be made regarding the learning goals and education topics of health education in order to ensure that children receive a more systematic oral health education in their earlier years, which will help to develop and correct oral health management habits among elementary school students.

• School Mathematics
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• v.4 no.2
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• pp.161-192
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• 2002

This paper investigated the teaching and teaming of contents-related graphing in Korean secondary textbooks and suggested the improved methods of graph instruction through this analysis. reification-the case of function, In Harel, G., Dubinsky(Eds.), The Concept of Function : Aspects of Epistemology and Pedagogy Textbooks are analyzed from the viewpoint of the proportion of graphing contents, their sequencing, the proportion of each domain in graphing activities (interpretation vs. construction, quantitative vs. qualitative aspect, local vs. global aspect) and tasks (prediction, translation, scaling), and the difference in the graphing contents between the sixth and the seventh curriculum. This analysis demonstrates that graphing contents are increasing in textbooks, therefore the high school textbooks appear in almost every content area. The graphing activities concentrate on the construction, the quantitative aspects, and the local aspects, and are gradually focusing on the interpretation and global aspects of high school textbooks. Furthermore, most of graphing tasks favor translation. In contrast, the current seventh curriculum includes a balance of interpretation and construction activities and has more global aspects than the sixth curriculum based textbooks; however, the qualitative approach still rarely appears. For the graphing tasks, translation is still prevalent, but the importances of prediction tasks based on graph have increased in comparison with the sixth curriculum textbooks. Further, the seventh curriculum based textbooks are designed to stimulate more dynamic graphing instruction by introducing new tools such as graphing calculators and computer software. We suggest that the qualitative and global aspects should be emphasized in early graph instruction, a variety of graph activities in realistic contexts should be performed, and educational technology such as graphing calculator and computer can be efficient to implement these ideas.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.283-288
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• 2021

In the COVID-19 situation, digital textbooks have been used in many schools. In order for digital textbooks to become active even in the post COVID-19 era, the functions of digital textbooks must be improved. Digital textbooks are traditional book-type textbooks with glossaries, video materials, and evaluation questions added. Recently, they are being used usefully for practical education by providing realistic contents such as Augmented Reality, Virtual Reality, and 360 images. Therefore, in this study, in order to prepare for the post COVID-19, we found the functional problems of digital textbooks and suggested a way to improve them. First, the layout of digital textbooks should be developed as a responsive layout, deviating from the same form as a book-type textbook. Second, digital textbooks and learning management systems must be integrated. Third, by developing a digital textbook for teachers, teachers should be able to directly reorganize the contents or add external materials. Fourth, learning analysis should be possible using data recorded in digital textbooks. Fifth, in the 2022 revised curriculum, various subjects should be developed as digital textbooks.

• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.1-14
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• 2020

This study analyzed the illustrations presented in the elementary science paper textbooks and digital textbooks under the 2015 revised curriculum in terms of gender role stereotypes. The frequency of pupils and adults on illustrations was counted by gender, and the types of activities and behavior of characters were analyzed. For pupils, paper textbooks showed a higher frequency of girls than boys, and digital textbooks showed similar gender rates. In the aspect of the activity, paper textbooks showed similar gender rates in non-learning activities, but more girls in learning activities. In digital textbooks, the learning activity was balanced by gender, but the non-learning activities presented boys more frequently. For both paper and digital textbooks, most pupils were described to be active regardless of gender. For adults, paper textbooks were balanced in the frequency by gender, but digital textbooks had a higher proportion of men. Paper textbooks showed similar gender rates in out-of-home activities, but more men in housework activities. In digital textbooks, housework activities were balanced by gender, but out-of-home activities presented men more frequently. For both paper and digital textbooks, men appeared in a broader range of occupations than women. Female scientists appeared more than male scientists in paper textbooks, and opposite tendency appeared in digital textbooks. As a result of analyzing the characteristics of adults, both paper and digital textbooks showed gender stereotypes in specific behavioral characteristics.

• Research in Mathematical Education
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• v.19 no.4
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.9-15
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• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.