• Title/Summary/Keyword: 교과서 개발

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Comparative Analysis of the Development of Mobile Applications for Electronic Textbooks: Criteria, Case Study and Challenges (디지털교과서 모바일 애플리케이션 개발방법론 비교 분석: 선택기준, 사례연구 및 적용 시 문제점)

  • Lee, HeeJeong;Yau, Kok-Lim Alvin
    • KIPS Transactions on Software and Data Engineering
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    • v.7 no.4
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    • pp.145-152
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    • 2018
  • In electronic textbooks (or e-Textbooks) the traditional paper-based textbooks are enriched with multimedia contents and new features such as interactive multimedia-based simulation, interactive quizzes, and content sharing. It has been envisioned that e-Textbooks will gradually replace the traditional paper-based textbooks in classrooms in the near future. HTML5 is an emerging and promising standard that enables web applications (or apps) to incorporate rich multimedia contents such as video clips, flash movies and simulation-based demonstration, as well as to provide cross-platform functionality which allows the apps to run on a diverse range of platforms. To support rich multimedia contents and cross-platform functionality, with respect to HTML5, this paper presents the new features, compares the current trend of mobile apps (e.g., native, web-based and hybrid apps) for e-Textbook development. In order to investigate the suitability of these three development approaches for e-Textbooks, we present a case study on our recent work in developing e-Textbooks using HTML5 and JavaScript, as well as analyses the challenges associated with HTML5 features (e.g, compatibility with web browsers) for developing e-Textbooks.

Inquisitive Tendency Comparative Analysis on the Software Education Units in the 2015 Revised Practical Arts Textbook (2015 개정 실과 교과서 소프트웨어 교육 단원 탐구성 비교 분석)

  • Lee, Jaeho;Gen, Sang-il
    • Journal of The Korean Association of Information Education
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    • v.24 no.6
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    • pp.615-622
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    • 2020
  • This paper analyzed 'Software Education' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the case of the elementary school 'Software Education' unit. the inquiry analysis was insufficient. On the contrary, in the middle and high school textbook research was sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an exploratory textbook. As a result of analyzing textbooks, there was no ideal textbook with inquiring tendencies in all analysis factors, and different analysis factors with high inquiring tendencies were found in each textbook. In the entire textbook, the analysis element with the lowest inquiring tendency was the text, and the highest analysis element was the activity. The analysis factors with the greatest deviation in the evaluation index between textbooks are data and evaluation.

A Study on the Organization and Development Strategy of Electronic Textbooks in Elementary School Mathematics (초등 수학 전자 교과서의 구성 및 개발 전략)

  • Kim Bong Woo;Bae Jong-Soo
    • Journal of Elementary Mathematics Education in Korea
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    • v.7 no.1
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    • pp.1-22
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    • 2003
  • This study was done in order to suggest a desirable organizational and developmental strategy of electronic textbooks for elementary school mathematics. First of all, it was intended to set up the exact definition of electronic textbooks for elementary school mathematics by surveying previous researches and examinations regarding elementary mathematics and electronic textbooks, and showed were the total organizational model of electronic textbooks for elementary mathematics by analyzing related cases. Finally, it was intend to present a developmental strategy for each level and an effective method to secure its content.

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Inquisitive Tendency Comparative Analysis on the 'Education with Robots' Units in the 2015 Revised Practical Arts Textbook (2015 개정 실과 교과서 '로봇 활용 교육' 단원 탐구성 비교 분석)

  • Lee, Jeaho;Gen, Sang-il
    • Journal of Creative Information Culture
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    • v.7 no.1
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    • pp.21-29
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    • 2021
  • This paper analyzed 'Education with Robots' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the elementary school 'Education with Robots' unit. On the contrary, in the middle and high school textbooks research were sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an inquiry type textbook. As a result of analyzing textbooks, there was no ideal textbook with an inquisitive disposition in all analysis elements, and in all textbooks, the analysis element with the lowest inquiry disposition was the text, and the highest analysis element was activity.

A Comparative Study on Concepts and Inquiry Activities in Elementary Science Textbooks between Korea and Singapore: Focus on the Field of Geology (우리나라와 싱가포르 초등과학교과서에 제시된 개념 및 탐구활동 요소 비교 분석: 지질 관련 내용을 중심으로)

  • Lim, Sungman
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.1
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    • pp.38-54
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    • 2018
  • The purpose of this study is to compare the concepts and inquiry activities of textbooks in Korea and Singapore textbooks focused on the field of geology, and to provide implications for the future development of Korean curriculum and textbooks. For the study, it was selected as the 2015 revised science textbook in Korea and 'My pals are here' that is the most used textbook in Singapore. The results of this study are as follows: First, Korea had a lower level of concept than Singapore. Second, we could confirm that Korea is composed of 'inquiry' centered compared to Singapore. Third, Korea deal with only one concept in one grade, however Singapore is structured so that concepts are divided hierarchically into several grades. Fourth, Singapore has been instructing students to learn how the learned concept interact with the Earth, which is different from Korea. These results may give implications for the curriculum composition and textbook development in Korea.

The Analysis on the Teaching in the Use of Libraries in Primary School′s Language Textbooks at Japan (일본 소학교 국어 교과서의 도서관 이용 교육 분석)

  • 신대범;남태우
    • Proceedings of the Korean Society for Information Management Conference
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    • 2003.08a
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    • pp.315-323
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    • 2003
  • 도서관에 대한 올바른 이용과 이해는 초등학교에서부터 출발해야 한다. 도서관 이용 교육은 국가 수준의 교육과정에서 인정받는 것이 중요할 뿐만 아니라 정규 교과서에 반영하여 교과 수업 시간에 지도할 수 있도록 하여야 한다. 일본은 문부과학성에서 고시한 ‘학습지도요령’에 의거 국어 교과서에 다각적인 도서관 이용 교육을 실시하고 있다. 본 연구는 일본의 소학교 국어 교과서에 반영된 도서관 이용 교육을 분석하여 앞으로 우리 나라 초등학교 국어 교과서 개발에 참고 자료가 되고자 한다.

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The Analysis of Inquisitive Tendency in Middle School Informatics Textbooks Based on the 2015 Revised National Curriculum (2015 개정 교육과정에 기초한 중학교 정보 교과서의 탐구성 분석)

  • Kang, Oh-Han
    • 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.

Developing the mathematics model textbook based on storytelling with real-life context - Focusing on the coordinate geometry contents - (실생활 연계형 스토리텔링 수학 교과서 개발 -도형의 방정식 단원을 중심으로-)

  • Kim, Yujung;Kim, Ji Sun;Park, Sang Eui;Park, Kyoo-Hong;Lee, Jaesung
    • Communications of Mathematical Education
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    • v.27 no.3
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    • pp.179-203
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    • 2013
  • The purpose of this study was to discuss the example that developed geometry model textbook based on storytelling using real-life context. To achieve this purpose, we first elaborated the meaning of the textbook based on storytelling with real-life context, and then we discussed the outline of the story and the summary of each lesson. This study defined the storytelling textbook with real-life context as the textbook consisting of activities that explored and organized mathematical concepts by using real-life situations as materials of stories. The geometry textbook we developed employed two real-life materials, a map and a set square: we used a map for the coordinate geometry and a set square for the equation of a line. To attract students' interest, we introduced confrontation between a teacher and two students and a villain. We implemented experimentation with the textbook based on storytelling in order to verify its validity. The participants were 25 students that were enrolled in a high school in Seoul. Among them, 17 participants were surveyed. Students' answers from the survey questionnaire suggested that the geometry textbook we developed based on storytelling helped them learn mathematics and that the instruments such as a map and a set square helped them understand mathematical concepts. However, their opinion implied that the story of the textbook needed to be improved so that the story reflected more realistic contexts that were familiar with students.

A Study on the Development of Content Components in Information Literacy Textbooks: Focusing on the internal coherence of the learning contents (정보활용교육 관련 교과서류의 내용 요소 전개에 관한 연구 - 학습 내용의 내재적 통일성을 중심으로 -)

  • Byoung-Moon So
    • Journal of Korean Library and Information Science Society
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    • v.53 no.4
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    • pp.25-44
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    • 2022
  • The purpose of this study is to examine how the content components of information literacy textbooks develop and is to find implications for improving of textbook publication. Three kinds of information literacy textbooks were published sequentially over time. The content components of 『Information and media』(1996) and 『Library and information skills』(2011) are processed by filament structure and 『Information and library』(2002) has a topic-driven project activity. Generally, a small lesson unit of the textbook consisted of three components (learning goals, learning contents, learning activities) and each component in the unit have to make semantic close relationships. However, in some information literacy textbooks, there are cases that the semantic relationship between goals, contents, and activities are cut off. This disconnection cases can be a fatal drawback for the reliability of textbooks, so sufficient attention is needed to develop information literacy textbooks later.

Organizational Analysis of Computer Textbooks for Elementary School in Korea (초등학교 1.2학년 컴퓨터 교과서 내용 선정 및 조직 분석)

  • Lee, Jae-Mu
    • Journal of The Korean Association of Information Education
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    • v.9 no.2
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    • pp.299-308
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    • 2005
  • This study attempts to analyze fifteen computer textbooks for the first and second grades in Korea. The textbooks were analyzed by content selection and organization. Evaluation criteria from previous works were selected for this computer textbook study. By analyses of current computer textbooks, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Also, the textbooks provide various activities, practices, and teaching methods, but they do not provide examples of cooperative learning. They do not provide opportunities for individual learning, advanced learning, or remedial learning.

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