• Journal of The Korean Association For Science Education
• /
• v.22 no.2
• /
• pp.240-251
• /
• 2002

In this study, we analyzed differences of explanation on gas pressure and atmospheric pressure in elementary and secondary school science textbooks and general chemistry and general earth science textbooks based on three types of explanation criteria: first, explanation of mass; second, explanation of air pressure on unit area; third. explanation of molecular motion. The results were as follows. Elementary science textbook belonged to the first type. All of the secondary school chemistry textbooks belonged to the third type. But most of the general chemistry textbooks belonged to the first and second type. Most of the earth science textbooks for secondary school and most of the general earth science textbooks belonged to the first type. Therefore, the differences of explanation could disturb students' understanding on gas pressure and atmospheric pressure.

• Journal of Korean Elementary Science Education
• /
• v.31 no.3
• /
• pp.398-412
• /
• 2012

과학 교과서는 과학 교육에 있어서 아주 중요한 역할을 하여 왔다. 교과서는 학생들이 학문적 경험을 하게끔 주도하며 학교 교육을 대표하는 수단이라고 할 수 있다(Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002). 그러나 과학 교육에서 교과서의 중요한 역할에도 불구하고, 국내외에서 그 연구가 미비하였다 (Good, 1993). 이 연구의 첫번째 과제로써 과학 교과서 연구 현황을 살펴보기 위해 지난 30여년간 미국에서 이루어진 초등 교과서와 관련된 연구들을 분석 및 정리하였다. 한편 과학의 본성에 대한 이해는 지난 반세기 동안 과학 교육에서 하나의 중요한 목표가 되어 왔으며, 미국의 여러 국가적 차원의 지침서에서는 그 중요성을 강조하였다 (NRC, 1996; AAAS, 1990, 1993). 그럼에도 불구하고 과학 교과서 연구에서 과학의 본성에 관련한 선행 연구가 거의 없다는 것을 알고, 본 연구의 두번째 과제로써 현재 미국 초등 교과서에 나타난 과학의 본성에 대한 연구를 4가지 주제에 근거하여 분석하였다. 과학의 본성에 대한 4가지 주제는 (a)지식 체계로서의 과학, (b) 탐구 방법으로의 과학, (c) 생각의 방법으로의 과학, 그리고 (d) 과학과 기술, 그리고 사회와 연관된 관계 (Chiappetta, Fillman, & Sethna, 2004)로서, 본 연구에서는 미국 초등 과학 교과서에 나타난 이 4가지 주제를 학년별 및 출판사별로 4가지 영역의 포함 정도를 퍼센트로 산출하였다. 또한 도입 단원 전체를 분석하였으므로, 단원 전반적 내용에 내포된 과학의 본성에 대한 측면을 연구자의 직관과 전문성에 근거하여 서술적인 방식으로 토의하였다.

• Journal of The Korean Association For Science Education
• /
• v.18 no.1
• /
• pp.19-34
• /
• 1998

This study compared junior high school science textbooks(for grade $7{\sim}9$) of the USA, Australia, Japan, and Korea. Specifically, the amount and pattern of knowledge, process skills, activities, contexts, nature of science, and integration topics were compared in terms of country, grade, and content. The results of analysis are as follow: 1) Physics, chemistry, biology, and earth science were equally distributed in textbooks of Korea and Japan. In Korean textbooks, "law" was more emphasized compared with other countries' textbooks. 2) The most popular process skills were proportion and controlling variables in Korea's textbooks. Correlation, cause/effect, and proportion in Japan's textbooks. Controlling variables and data transformation in textbooks of USA and Australia. 3) Experiment and observation were the most popular activities in textbooks of Korea, Japan, and Australia. In textbooks of the USA, observation, experiment, survey, practice, and measurement activities were used evenly. 4) In textbooks of Korea and Japan, pure science and natural environment contexts were the most popular. 5) There was no chapter dealing with nature of science in textbooks of Korea and Japan. 6) Integration topics between science and technology were the most popular. Based on these findings, several implications on Korean science textbooks were discussed.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.2
• /
• pp.166-181
• /
• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• 한국지구과학회:학술대회논문집
• /
• 2010.04a
• /
• pp.67-67
• /
• 2010

과학교육에서 효과적인 과학 수업을 위하여 과학사 도입의 중요성이 계속 강조되어 왔다. 이에 따라 과학 교과서에는 많은 과학사 자료가 사용되고 있다. 하지만 과학 교과서에 사용된 과학사 자료가 어떤 유형과 맥락에서 어떠한 역할을 하고 있는 지에 대한 면밀한 분석은 이루어지지 못한 실정이다. 이에 본 연구에서는 선행 연구와 관련 문헌 분석을 통해 과학 교과서에 사용된 과학사 자료를 분석하기 위한 3차원 틀을 개발하고, 이를 제 7차 교육과정의 과학 교과서 지구과학 내용을 대상으로 적용하였다. 개발된 분석틀은 수업맥락, 역할, 제시유형의 3개 차원으로 구성된다. 수업맥락 차원은 흥미, 사회-문화적, 인식론적, 개념적 맥락의 4가지 영역으로 세분되며, 제시유형 차원은 에피소드/일화, 발견/고안, 선형적인 발전, 역사적 실험의 4가지 영역으로 세분된다. 역할 차원은 기본적, 보충적, 탐구적의 3가지 영역으로 세분된다. 개발된 3차원 분석틀을 적용하여 과학 교과서의 지구과학사 자료들을 분석한 결과, 수업맥락 차원에서는 개념적 맥락의 과학사 자료가 모든 학년별 과학 교과서에서 가장 많았다. 역할 차원에서는 기본적 역할이 압도적으로 많았으며, 탐구적 역할의 경우에는 매우 적었다. 제시유형 차원에서는 발견/고안과 선형적인 발전 유형이 대부분이었고, 에피소드/일화 유형의 자료는 주로 흥미 맥락과 연계되어 극히 일부만 사용되고 있었다. 3차원 각 영역들을 48개의 조합으로 분석한 결과, '개념적 수업맥락-기본적 역할-발견/고안 유형'과 '개념적 수업맥락-기본적 역할-선형적 발전 유형' 2개 조합에 집중되었으며, 나머지 조합들의 빈도는 매우 낮았다. 전체적으로 3차원 분석틀 각 영역에 부합하는 과학사 자료가 과학 교과서에 다양하게 포함되지 못하고 일부 영역에만 집중되는 것으로 나타났으며, 이러한 연구 결과는 앞으로 다양한 수업맥락, 역할, 그리고 유형으로 과학사 자료들이 개발될 필요가 있음을 시사한다.

• Journal of The Korean Association For Science Education
• /
• v.5 no.1
• /
• pp.49-61
• /
• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.

• Journal of Science Education
• /
• v.33 no.2
• /
• pp.258-270
• /
• 2009

Science textbook is the most frequently used teaching material in elementary schools of the United States and Korea. Elementary science textbooks of the United States and Korea are analyzed to find out the educational objectives and characteristics of contents shown in textbooks. About 100 pages each in the first grade and fourth grade science textbooks each nations are selected randomly for educational objective analysis. Life science contents of 1st to 6th grade are analyzed from elementary science textbooks of the United States and Korea. The analyzed textbooks in Korea are 'Wise life,' an integrated subject with social studies and science, and 'science.' The analyzed elementary science textbooks of the United States are Harcourt Science, which is one of the frequently used textbooks. The educational objective framework used includes science knowledge, scientific inquiry, scientific attitude, STS, and philosophy and history of science. The results show science textbooks of the United States emphasize scientific knowledge more than scientific inquiry. Korean science textbooks emphasize scientific inquiry more than scientific knowledge. Elementary science textbooks of the United States present some life science topics redundantly and expose more difficult topics than Korean.

• Journal of The Korean Association For Science Education
• /
• v.42 no.5
• /
• pp.487-499
• /
• 2022

This study aims to understand the trends and characteristics of elementary science textbook research. For this purpose, among the papers published in science-related journals from 2001 to 2021, 156 studies related to elementary science textbooks were analyzed to examine the research trends on textbook analysis. The analysis criteria consisted of two major categories, 'outward feature' and 'topic.' The subcategories of 'outward feature' consist of 'year of publication,' 'target curriculum,' 'target grade,' 'science content area,' 'subject of study,' and 'publishing institution.' The sub-categories of 'topic' consist of 'comparison,' 'content,' 'illustration,' 'inquiry activity,' 'perception of textbooks,' and 'others.' As a result of the analysis on 'outer feature,' textbook-related research was conducted almost every year, and the research on the 2009 revised science curriculum, on the 3-6 grades, and on the whole field of science had the most. The science textbook researches were published not only in science education-related journals but also in other areas' journals. As a result of the analysis of the 'topic,' the number of papers was higher in the order of comparative research, content analysis, illustration, inquiry activities, and perception of textbooks. Implications for accredited textbook system of elementary science were discussed based on the analyses on the elementary science textbook research trends.

• Journal of Korean Elementary Science Education
• /
• v.41 no.4
• /
• pp.770-782
• /
• 2022

This study analyzes the depictions of scientists and teachers' thoughts on the 2015 revised elementary school science authorized 3rd-4th grade textbooks from the perspective of gender equality, and suggest improvements for the 2015 elementary school science authorized 5th-6th grade textbooks as well as a 2022 revised elementary school science curriculum. The data consist of representations of scientists found in seven elementary science textbooks provided to 3rd- and 4th-grade students in 2022 as well as in-depth interviews conducted with three elementary school teachers and responses from 32 teachers in Gyeonggi-do. Of the 23 scientists depicted in the textbooks, three (13.0%) are female and 10 (43.5%) worked in the inquiry domain, which was the largest group. When the teachers were asked about their perceptions of the gender ratio of scientists in the textbooks, their answers revealed that they had lower perceptions of female scientists compared to male scientists; moreover, they had no or very little teaching experience concerning female scientists. Furthermore, the teachers' thoughts on improving the gender ratio of scientists depicted in the textbooks differed considerably by the teachers' gender. Based on these findings, it was concluded that during the process of producing textbooks, writers and members of society need to agree on the gender ratio of scientists to be represented, and a social consensus is needed to identify and introduce the achievements of previously unknown female scientists towards gender equality.

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.307-324
• /
• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.