• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.550-559
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• 2002

This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion', As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, it is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization

• 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.

• Communications of Mathematical Education
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• v.37 no.1
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• pp.47-64
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• 2023

The current elementary mathematics curriculum does not include intensive quantity. However, other subjects also deal with intensive quantity. In order to find a solution to this problem from a pedagogical point of view, the curriculum of mathematics, science, social studies, and elementary textbooks were compared and analyzed, focusing on intensive quantity. As a result of the analysis, the learning contents of intensive quantity were not explicitly presented or the term was not used in the elementary mathematics curriculum. However, intensive quantity was used as a material of activity and word problems in elementary mathematics textbooks. In science and social studies, it was also found that the learning order and content did not match, such as calculating the intensive quantity. For effective learning, it is necessary to consider presenting intensive quantity in elementary mathematics, and to be careful in the composition of learning order and content.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.227-246
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• 2024

The purposes of this study were to analyze the levels of cognitive demand and questioning types in tasks of 'Data and Chance' presented in elementary mathematics textbooks in Korea, the United States, and Australia. The levels of cognitive demand of textbook tasks were analyzed according to the knowledge and process and thinking types required in the tasks. The tasks were also analyzed for questioning types, answer types, and response types. As a result, in terms of knowledge and process and thinking types in tasks, all three countries had something in common: the percentage of tasks requiring 'representation' and process was the highest, and the percentage of tasks requiring 'basic application of skill/concept' was also the highest. From a thinking types perspective, differences were found between textbook tasks in the three countries in graph and chance learning. The results of analyzing questioning types showed that in all three textbooks, the percentage of observational reasoning questions was highest, followed by the percentage of factual questions. The proportions and characteristics of the constructing questions included in the U.S. and Australian textbooks differed from those in the Korean textbooks. Based on these results, this study presents implications for constructing elementary mathematics textbook tasks in 'Data and Chance.'

• Journal of dental hygiene science
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• v.7 no.1
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• pp.49-54
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• 2007

This research was conducted to provide standardization method for new dental hygiene curriculum by identifying the overlapping of education content of the Department of Dental Hygiene and analytic syllabus. To complement these overlapping education programs, I would like to make some proposals. First, unified course shall be provided by compromising specific terms of overlapping subject, overlapping curriculums for the necessary skills required for job analysis of dental hygienist and overlapping class time. This shall increase the efficiency the class time and required curriculums. Next, proactive and continuos research for standardized approach to the Department of Dental Hygiene education content is necessary and Dental Hygiene academic circle shall build trust.

• 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.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.234-244
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• 2018

This study is a comparative analysis of the layout of Korean textbooks in Korea and China in the 3rd and 4th grades. According to the times, textbooks are constantly changing and developing in various fields from contents to design. But a tool for learning remains was unchanged. Especially, the textbooks of elementary school are aimed at conveying basic knowledge by inducing interest of children. So the layout design is important. By combining typography, illustration, color, and margins in a well-balanced and uniform design, the contents of textbooks can be well transmitted to children. Therefore, this study has recognized the importance of layout and tried to suggest improvement by grasping the lack of Chinese textbook which is lagging behind design.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.19-37
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• 2018

The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.99-119
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• 2015

The purpose of this study is to examine the educational contents of home economics textbooks that solely focus on forming adolescent empowerment. For this, an in-depth content analysis was conducted on the home economics textbooks in Korea and the U.S. The main results of this study are summarized as follows: First, the 23 content elements, which are designed to build adolescent empowerment, were ascertained: nine intrapersonal empowerment elements such as the self-identity, nine interpersonal empowerment elements such as the communication, and five social empowerment elements such as the leadership. Second, based on the content elements selected from above, the textbooks in Korea were observed to deal with 58% of the 23 content elements, while those in the U.S. discussed 90% of the 23 content elements. Korean textbooks primarily focused on helping students understand major concepts, whereas the U.S. textbooks focused primarily on helping students make connections between major concepts and their life. Lastly, both countries put the least amount of weight on social empowerment content elements(Korea: 37%, U.S.: 70%).

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.