• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.9-17
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• 2007

This study compared and analysed computer textbooks of the middle school from South Korea and North Korea for preparing the unification of the Korean Peninsula. According to the result of this study, the contents of South Korea textbook were equally selected from all scopes. By contrast, the contents of North Korea mostly consisted of the basic knowledge of computer, word-processing excluding the newest contents as Internet or Multimedia. But with the BASIC programming and algorithm for enhancement of the creative solving ability, prospective IT brains had been trained in North Korea. Moreover, due to differences of language policy and country that delivered IT technology, significant differences were found between South and North Korea in IT terminology. For preparing IT education after unification of the Korean Peninsula, both efforts of people who work in the fields of IT and school system in South and North Korea should be taken in order to relieve these differences.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.167-183
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• 2012

In this paper I analyzed mathematics textbooks of elementary school in 1st curriculum. I found that they used the natural closed items and children's play. And they also delayed the introduction of the symbol and letters. Finally they had the system to practice what students learned repeatedly.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.347-354
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• 2008

Many advanced technologies of computer and internet make the information communication technology education to be changed in elementary schools. The transition from the education of computer utilization to the education of computer science knowledge in ICT education area helps the child to enhance his or her logical thinking and the abilities of problem solving. In this study, we did some analysis of textbooks which have the updated information communication technology education, supporting these features. We collected six textbooks developed according to the guideline of information communication technology education since 2007. The main contents of this study are systematic analysis, quantity analysis and Romey's analysis about six textbooks. Specially, we found that 'Understanding of Information Society', 'Understanding of Information Processing' and 'Various Activity' among the ICT five area in textbooks support student's inquiry activities in elementary schools.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.269-283
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• 2024

This study compared the characteristics of an experiment f or determining whether gas occupies space presented in elementary school science textbooks to examine the validity of the experiment, identify and improve problems in its presentation, and verify its effectiveness. This study interviewed third-year elementary school teachers who had experience teaching this experiment to students. Based on teachers' opinions and observations, this study identified issues with the current experiment, developed an improved experiment, and determined its effectiveness. Through this analysis, three key findings emerged. First, the study found that the original experiment on gases was presented in the same or highly similar manner in 5 of 7 textbooks (71.4%). Thus, while various textbooks have been developed with the aim of promoting diversity and creativity in scientific literature, most experiments presented in these books are identical. Second, the existing experiment was not suitable for its target audience (third-year elementary school students) and was difficult to observe directly. The interviewed teachers also deemed the validity of the experiment to be considerably low. Finally, the original experiment was improved; this improved version was determined to be highly valid, showing a statistically significant difference compared with the original experiment. The improved experiment was effective for students as it involved activities suitable for their intellectual level and was directly observable through the senses. Thus, the study analyzed and improved an existing science experiment f or elementary students, providing insights into the 2022 revised science authorized textbooks and implications for future textbook development.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.252-264
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• 2002

In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.241-256
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• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.237-260
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• 2018

This study investigated the models of four countries' elementary mathematics textbooks in Ratio and Rate and identified how multiplicative perspectives on proportional relationships and the structure of proportion situations are reflected in the textbooks. For this, textbooks of 5th and 6th grade textbooks in Korea Japan, Singapore and U.S. are compared and analyzed. As a result, we can find multiplicative perspectives on proportional relationships and the structure of proportion situations on pictorial models, ratio tables, double number lines and double tape diagrams. Also, the development of Japanese textbooks from multiple batches perspectives to variable parts perspectives and the examples of the use with two models together implied the connection and union of two multiplicative perspectives. Based on these results, careful verification and discussion for the next textbook is needed to develop students' proportional reasoning and teach some effective reasoning strategies. And this study will provide the implication for what kinds of and how visual models are presented in the next textbook.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.