• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.129-142
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• 2017

In this study, the characteristics of the reading materials in elementary school science textbooks developed under the 2009 revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of topic, purpose, students' activity, and presentation. The visual images in the reading materials were also analyzed from the viewpoint of type, role, caption type, and proximity type. The results indicated that the number of the reading materials in the 2009 revised science textbooks decreased compared to that of the 2007 revised science textbooks. It was also found that the frequencies of the reading materials expanding concepts of the text and/or requiring corresponding students' inquiry increased. More visual images were used in the reading materials of the 2009 revised science textbooks. However, several limitations were still found to exist; most visual images were illustration and/or picture; many visual images were presented without a caption; there was a problem in the proximity of visual image to text.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.681-691
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• 2011

Mathematics curriculum according to 2009 Revised National Curriculum suggests that school mathematics must cultivate interest and curiosity about mathematics in addition to creative thinking ability of students, and ability and attitude of observing and analyzing many things happening around. Centroid of a triangle in 2007 Revised National Curriculum is defined as 'an intersection point of three median lines of a triangle' and it has been instructed focusing on proof study that uses characteristic of parallel lines and similarity of a triangle. This could not teach by focusing on the centroid itself and there is a problem of planting a miss concept to students. And therefore this writing suggests centroid must be taught according to its essence that centroid is 'a dot that forms equilibrium', and a justification method about this could be different.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.1-12
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• 2012

The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.91-119
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• 2011

The purpose of this study was to suggest the framework reflecting the interests of students in practical problems and social issues regarding perennial problems which correspond to the characteristics and goals of the 2007 revised curriculum. This study was carried into a literature review and 406 questionnaires, filled out by the 9th grade middle school students in Seoul and Gyeonggi province, were used for analysis. The main results of this study are summarized as follows: First, six perennial problems are ascertained, Next, the middle school students were most interested in 27 items of practical problems such as mapping out their career path, self-improvement and interpersonal relations. And finally, the middle school students' important social interests are adolescence issues, job preference bias, career choice, suicide and addiction to computer, appearance and money management behavior, house ownership and conspicious consumption, and lack of time to spend with family. This study suggested the framework which corresponds to the characteristics and goals of the 2007 revised curriculum.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.574-590
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• 2012

The purpose of this study is to analyze the 'Pleasant Life' textbook in the elementary school focused on the perspective of ethnocentrism and cultural relativism. The first- and second-grade textbook 'Pleasant Life' of the revised 2007 national curriculum was made to serve build up sound body and mind through activities and play together with different products and life culture which is associated with multicultural education. But in the global world that is changing to the multicultural area, the textbook 'Pleasant Life' has a tendency to not to be satisfied this current needs. The analysis criterion is made up six elements: understanding culture, self-identify, human equality, conquest of prejudice and collaboration. The results of analysis on contents related to the multicultural education in the elementary 'Pleasant Life' textbook for the 1st and 2nd grade are follows. The first, in the plenty of images and pictures, there are not diverse races in the textbook. Yellow race naturally command an overwhelming majority in the textbook images and pictures. Second, the 'Pleasant Life' has a few multicultural contents and if teacher would not have will for teaching multicultural contents, he can't teach multicultural education. Third, 'Pleasant Life' textbook has overmuch ethnocentrism contents which is expressed traditional play and folk songs. These contents lead to exclusiveness for other culture to students. In conclusion, it is needed to grow concerns for multicultural education and the national curriculum should offer precise guidelines on the direction and standards of multicultural education.

• School Mathematics
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• v.14 no.3
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• pp.377-394
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• 2012

The purpose of this paper is to analyze the elementary school mathematics textbooks according to the mathematics curriculum revised in 2007 which put emphasis on mathematics as a communication, and to find out the implication for improving the mathematics textbook of Korea. Mathematics textbooks are analyzed by five analysis criteria, which are suitability of communication activities, suitability of usage of terms and symbols, suitability of literary expressions, suitability of visual expressions and adequateness of mathematics and curriculum. As a result of analysis, it is found out that communication activities were generally reflected the intent of curriculum but there were incomplete terms usage and literary, visual expressions. So communication among authors, between authors and writers, authors and illustrators is necessary for improvement of mathematics textbooks.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.429-447
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• 2021

This study explored the changes in storytelling styles in high school first-year textbooks between the 2007 Revised National Curriculum of Mathematics and the 2015 Revised National Curriculum of Mathematics. The results are indicated as follows. First, the quantitative aspect of storytelling gradually increased in the textbook aligned with the 2015 Revised National Curriculum of Mathematics. Second, as for types of storytelling, the real-life connection and academic convergence types appeared most frequently, followed by mathematical history inquiry types, decision-making types, and tool utilization types. Third, storytelling appeared most frequently in 'main-body' of a lesson in terms of textbook content composition, followed by 'introduction', 'lesson materials', and 'evaluation'. This study implies that more diverse stories need to be developed; including the mathematical history inquiry types, the decision-making types and the tool use types. Textbooks should be organized not that the piecemeal storytelling presented in 'introduction' of a lesson but that a coherent story penetrates the entire unit to be utilized until the end of the lesson.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Journal of the Korean Chemical Society
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• v.56 no.4
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• pp.509-517
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• 2012

In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar.