• Proceedings of the Korean Information Science Society Conference
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• 2004.04b
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• pp.664-666
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• 2004

지식.정보화 사회를 이끌어갈 수 있는 인재를 양성하기 위한 교육 개혁의 일환으로 전자교과서의 필요성이 제기되고 있다. 본 논문에서는 우리 교육 현실에 적합한 교수.학습 기능을 지닌 전자교과서를 개발함으로써. 실제 학교 교육현장에의 조기 도입 및 활용의 초석을 마련하고자 하였다. 이를 위해, 전자교과서의 정의, 기능, 교육 유형을 통해 전자교과서의 개념을 확립하고, 이를 바탕으로 전자 매체의 장점을 충분히 반영한 전자교과서를 개발하기 위하여, 고등학교 '정보사회와 컴퓨터' 과목의 한 단원을 선택하여 설계와 구현을 하였다 .

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.

• Child Health Nursing Research
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• v.19 no.4
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• pp.282-290
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• 2013

Purpose: The purpose of this study was to analyze life respect-related content in the 7th to 10th grade textbooks of middle and high schools. Methods: Sixty two textbooks adopted as middle and high school textbooks were analyzed for content on life respect. Results: There were 6 categories related to life respect content in the 7th to 9th grade textbooks ("prevention of accidents and the first-aid", "mental health", "sex and health", "prevention of drug abuse, smoking and drinking", "normal life and health", and "society and health"). Content on life respect in the 10th grade textbooks was categorized as "drug abuse, smoking, drinking, and health", "sex and health", "mental health", "life science and treating human life too lightly", "normal life and health", and "society and health". Conclusion: Content on life respect attached importance to more practical issue such as prevention of violence and suicide rather than fundamental understanding about self and life. These results suggest that the content on life respect should help adolescents find their own values and meaning of life within the concept of coexistence.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.121-140
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• 2015

The purposes of this study were to analyze the duplicated contents of 'Consumer life' area of Technology & Home Economics and other subject textbooks for the middle and high school students. It focused on textbooks compiled following the 2009 revised curriculum. To achieve the purposes of this study, "Technology & Home Economics I II", "Social studies I II", and "Ethics I II"textbooks for middle school and "Technology & Home Economics", "Social studies", and "Life & Ethics" textbooks for high school were analyzed based on the criteria for analyses of 'Consumer life' area. The results were as follows. First, the analysis of duplicated contents in Technology & Home Economics and other subjects (Ethics, Social studies) for middle school revealed that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Social studies and Ethics. The duplicated content elements in Technology & Home Economics, Ethics, and Social studies textbooks for middle school were 'consumer decision making', 'consumer information', 'economic impact of consumption', 'food life and sustainability', and 'consumption and sustainability'. Secondly, as a result of the content analysis of textbooks for high school Technology & Home Economics, Social studies, and Life & Ethics according to the criteria of analysis, it was found that Technology & Home Economics textbook had the most proportion of 'Consumer Life' area, followed by Life & Ethics and Social studies. The "content elements" 'food life management and consumption environment', 'desire of consumption', 'economic impact of consumption', 'changing factors and characteristics of consumer culture', and 'consumption and sustainability' were commonly found in all three textbooks. In this way, the 'Consumer life' area of Technology & Home Economics is thought to play a central role in teaching the 'Consumer Life' area because of its strength that contains detailed contents about consumer life for adolescent consumers who will apply it to everyday life. Based on the result of this research, it is needed to consider articulation of 'Consumer life' area of secondary schools for the future curriculum development of Technology & Home Economics to reduce the duplicated contents and to help the adolescents develop the ability to solve consumption problems they may encounter in real life and grow up to be rational adult consumers.

• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.491-499
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• 2001

The purpose of this study was to examine for high school chemistry I textbooks published by the 6th curriculum and some foreign STS programs such as Chemistry in the Community, Science and Technology in Society, Chemistry: The Salter's Approach by analyzing STS contents, students' activity, overall structure of the books and space devoted to STS, and to provide improvement schemes for developing high school chemistry I textbooks to be developed by the 7th curriculum in future. It was found that STS topics in the high school chemistry I textbooks were related only to 'social problems and issues', 'applications of science', 'multiple dimensions of science', and STS contents were presented mostly by narration. Students' activities were limited to discussion and survey, and none of the topics were related to 'career awareness', and 'cooperative work on real problems' in high school chemistry I textbooks. On the contrary, a variety of STS topics and activities such as case study related to local and community, practicing decision-making strategies, role play, practical work career awareness were included in foreign STS programs. Desirable directions for the improvement of STS contents and structure of present high school chemistry I textbooks were proposed in this paper.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.429-448
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• 2017

The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.94-94
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• 2009

농업계고등학교 교과서는 농촌어메니티를 학습할 수 있는 최적의 교재로서 농촌어메니티 교육내용을 개발함으로써 청소년의 올바른 농업 농촌 가치관 형성 및 국민적 공감대 확산에 이바지하고자 한다. 대상 교과서는 농업계고등학교 교과서 39종으로 이루어졌으며, 연구방법으로는 우선적으로 1~5단계의 내용분석 척도를 설정하여(1단계는 어메니티 개념에 따라 반드시 수정이 필요한 내용, 2단계는 어메니티 개념에 따라 수정이 필요한 내용, 3단계는 어메내티 개념이 포함되었는지 판단할 때 크게 문제가 없는 내용, 4단계는 어메니티 개념이 포함되어 있는 좋은 내용, 5단계는 어메니티 개념이 포함되어 있는 교과서의 모델이 될 수 있는 내용) 판정하였다. 그 결과 1단계 어메니티 개념에 따라 반드시 수정이 필요한 내용을 선정하여 교과내용을 개발하였으며, 이는 어메니티 관점에 맞추어 실시하였다. 또한 내용분석을 통한 교과서 구분을 하여 A, B, C 유형으로 나타내었다. A유형은 내용분석의 결과 판정 1 또는 2의 분석 내용이 20개 이상 나온 교과서, B유형은 내용분석의 결과 판정 1 또는 2의 분석 내용이 10~19개 나온 교과서, C유형은 내용분석의 결과 평정 1또는 2의 분석 내용이 10개 미만으로 나온 교과서를 의미한다. 교과내용 개발 결과 총 262건의 교과내용 개발이 이루어졌으며, 문장 132개로 50.38%, 사진 105개 40.47%, 삽화 22개 8.35, 그래프 0.76%, 표 0.38% 등의 순서로 나타났다. 총 262개 개발내용중에서 '사회자원의 시설'부분에 대한 관점 77개로, '사회자원의 경제활동'에 대한 관점 64개, '문화자원의 경관'에 대한 관점 50개 순으로 집계되었다. 그 다음은 '자연자원의 자연'에 대한 관점이 47개, 문화자원의 역사'에 대한 관점이 9개, '사회자원의 공동체 활동'에 대한 관점이 14개 순으로 나타났다. 자연적 자원 18.31%, 문화적 자원 22,52%, 사회적 자원 관점이 59.16%로 '사회적 자원 관점이 가장 많은 것으로 나타났다. 이는 농업계고등학교 교과서에서는 농촌어메니티의 사회적 자원이 강조되어야 하며, 문화적 자원, 자연적 자원의 순서로 강조될 필요성이 있다는 것을 뜻한다. 즉 농촌어메니티개념의 확립을 이하여 현재 농업계 고등학교 교과서에서는 시설, 경제활동, 공동체활동 같은 '사회적 자원'을 보강하여 강조할 필요가 있음을 나타낸다.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.61-77
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• 2022

This study looked at the deviation of each textbook, focusing on the detailed learning content related to the quadratic curve properties contained in high school geometry textbooks. Rather than criticizing the diversity of content elements covered in high school geometry textbooks and suggesting alternatives, it focused on analyzing the actual conditions of content element diversity. The curriculum specifies that the practical application of the quadratic curve should be emphasized so that student could recognize the usefulness and value. However, as a result of the analysis, it was confirmed that the purpose of the curriculum and the structure of the textbook did not match somewhat, the deviation of content elements for each textbook was quite large. In terms of acknowledging the diversity of teaching and learning, the diversity of each textbook on the methods of the introduction and the natures related to the quadratic curve can be fully recognized. But in our educational reality, which is aiming for the university entrance examination system through national evaluation such as CSAT, the results are too sensitive in society as a whole, so the diversity of expressions in mathematics textbooks is sometimes interpreted as a disadvantage of evaluation. It is time to reconsider the composition of textbooks that recognizes the diversity of content elements in textbook teaching and learning and at the same time reflects the aspect of equality in evaluation.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Cartoon and Animation Studies
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• s.18
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• pp.57-72
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• 2010

Textbooks used in Information Society need to use many illustrations and pictures which have positive effect in motivating and triggering students to study. "Pictures mean more than thousands of the word" says that it is significant to use media in class through visual materials. To meet the needs of the times, I examined one of the units, "IV Understanding Humans and Cultural Phenomena", among 7 authorized 'Society Culture' textbooks, so that there are 123 illustrations and 342 pictures that the percentage of them was 35.65% totally in the unit. On the examination of the frequency of using contents in each category, the illustrations are used 59 times (47.96%) in the research activity and the pictures 145 times (42.4%) in the context, which are most frequently used. Also on the examination into the actual states using contents among 'Society Culture' teachers by in-depth interviewing, they often use them when their class starts. And they require more increase in the illustrations than the pictures for easy and clear understanding and need more contents offering in the research activity to help students to study more interesting. Finally, on the result of the analysis of contents used in textbooks, exemplary cases were available to convey enough information without reading the context in the textbook because the proposed illustrations expressed the research activity's subject and the context's subject effectively. Even more, one illustration was able to indicate the sub-unit's subject while also presenting the content to be learned in the unit. However, improper cases included illustrations which are somewhat unrealistic or difficult to understand. Further, there are also some illustrations which are not related to the context. If these points are revised in the future, textbooks would be better.