• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.767-775
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• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of the Korean Home Economics Association
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• v.46 no.2
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• pp.137-153
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• 2008

This research analyzed the contents of the elementary and middle school home economics textbooks within the 7th Curriculum from two theoretical Perspectives: structural functionalism and healthy family. A quantitative and in-depth content analysis was carried out with the five elements of family structure, family role, family relation, communication, dating and pregnancy. A healthy family Perspective was found in relation to the elements of family type and family role from the in-depth analysis of the elementary school practical arts textbook. In the middle school textbooks, the five elements reflected a strong structural-functionalist tendency. In both levels, the quantitative content analysis indicated that a structural-functionalist viewpoint was prevalent in the graphical components of the textbooks, including pictures, diagrams and graphs.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.353-361
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• 2023

This study analyzed the uses of visual representations of particles in the matter units of the middle school science textbooks developed under the 2015 Revised National Curriculum. The material units in four textbooks were divided into explanation, inquiry, and evaluation sections, and visual representations of particles presented in the science textbooks were analyzed by the use type, the activity type, and the level of activity. In the explanation section, the visual representations of particles were mainly presented in the auxiliary use type, and in the inquiry and evaluation section, they were mainly presented in a direct use type. In terms of the activity types of the direct use of visual representations of particles, the interpreting activity was mainly presented in the explanation and evaluation sections, while the generating activity and completing activity were presented in relatively higher proportion in the inquiry section than the other two sections. In terms of activity level, identifying was the most common activity level in the explanation section, and inferring was the most common activity level in the inquiry and evaluation sections. Based on these results, the implications for the presentation and uses of visual representations of particles in science textbooks are discussed.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.432-443
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• 2002

This study is to investigate the level of science learning concepts presented in life and matter fields of the 7th science textbooks. 6 units were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion' of life field, and 'three states of matter', 'molecular motion', 'a change of state and the energy' of matter field. The gross number of concepts was 305 in life field, and 73 in matter field of the 7th science textbooks. Among publishing companies, the number of concepts was a little difference. Much more concepts in life field were presented than those in matter field. Percentages of the number of concrete and formal concepts were 58% and 42% in life, and 14% and 86% in matter field. The ratio of the number of concrete versus formal concepts was different between life and matter field. Thus, it is implied that science learning concepts are presented considering cognitive level of learner, and unit and content are constructed on the basis of properties of science fields in developing science curriculum and textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.97-114
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• 2009

The purpose of this study was to investigate the effects of digital mathematics textbook on spatial abilities, interest and achievement of 6th graders. For this, research questions were set as follow: A. Is there any difference in cognitive ability in the space perception test between the experimental group and the control group. B. What distinctive attributes exist between the experimental group and the control group in the Spatial abilities? C. Is there any difference in learners' interest and achievement between the experiment group and the control group. To investigate the research questions, two classes of 6th grade children were selected from an elementary school in Daejeon and assigned one as experimental group and the other as control group. The experimental group studied mathematics using Digital Textbooks under an individual PC environment while the control group studied using the existing book-type textbooks. The following results and conclusions were obtained from the research. First, the effect of the Digital Textbooks on children's mathematics achievement was not statistically meaningful even though there was some progress in children's achievement. Furthermore, it was not found that the usage of a Digital Textbooks consistently influenced improvement in the students' interest in mathematics. Second, there were some positive changes in the achievement of Spatial ability of the middle subgroup of pretest score in the experiment group. It can have some educational implication that the Digital Textbooks can affect positively to the middle group in mathematics achievement who dominated more than 50% of the class. Third, the number of correct answers was found to be somewhat higher than that of the control group in spatial reasoning items. This means that the learning environment with Digital Textbooks allow more opportunities for manipulating geometric objects physically and mentally. Therefore, It seems necessary to offer various resources such as digital contents for students' geometric learning. For future research, It is strongly recommended to fix the bugs of the digital textbook programs and to upgrade the operating system of the computer.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.378-381
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• 2019

In this study, we compared the perception of general and specialist teachers about the software education that entered the classroom by the 2015 revised curriculum. For the comparison of cognition, the 17 - hour hourly curriculum, the statement of achievement criteria, and the curriculum were organized in grades 5-6, but the appropriateness of the inclusion of only textbooks in grade 6 was questioned. The general teacher had many opinions that all three items are appropriate. On the other hand, professional teachers were inadequate and many were. It is necessary to provide various opportunities such as the training for the recognition change in the future. In addition, positive keywords for the introduction of general and specialist teachers were derived as a result of analyzing the main keywords of the free - response opinions about the introduction of educational robots in the practical course curriculum and textbooks. However, general teachers showed differences in the use of post - adoption education, such as passive and passive keywords such as support, difficulty, and problems, and the use of specialist teachers and education. In the future, it seems that it is necessary to provide teaching support to elementary school teachers, to provide beginner level difficulty training.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.113-128
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• 2005

The recommended dietary allowance(RDA) and food guide are the basic and the most important concepts for practical application of food and nutrition to the dietary life. For the textbook contents analysis on RDA and food guide, 10 kinds of Technology and Home Economics middle school textbooks were examined. And a total of 283 students from 2 middle schools in Kyungkido were recruited for the analysis of students' understanding on RDA and food guide. The results o( this study were as follows. First, students were aware of food, nutrition and diet section in the middle school textbook as interesting, valuable. and easy to understand. Second, the explanation on RDA, which is the intake level of nutrients adequate to meet the needs of practically all healthy people, were not clear and enough in almost all the middle school textbooks examined. The definition of food guide was not firmly established in anywhere including the middle school Technology and Home Economics textbooks examined. Third, about 2/3 of students did not know the difference between RDA and physiological requirement. And $1/3\~2/3$ students did not know which food belongs to which food group, less than 1/3 students gave correct answer on food amount contained in single serving size, except bread, noodle and fish. As result, the RDA and food guide concepts were not throughly explained in middle school textbooks. which resulted in misconception to many students. Thus, accurate and detailed explanation on RDA and food guide should be included in the middle school Technology and Home Economics textbooks, so that to help application to healthy eating in the future daily dietary life.

• Journal of Educational Research in Mathematics
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• v.20 no.4
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• pp.445-458
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• 2010

This study intends to investigate the process of the development of quantity concept and how to deal with the quantity calculus in elementary school, and to find out the implication for improving the curriculum and mathematics textbooks of Korea. There had been the binary Greek categories of discrete number and continuous magnitude in quantity concept, but by the Stevin's introduction of decimal, the unification of these notions became complete. As a result of analyzing of the curriculum and mathematics textbooks of Korea, there is a tendency to disregard the teaching of quantity and its calculus compared to the other countries. Especially multiplication and division of quantity is seldom treated in elementary mathematics textbooks. So these should be reconsidered in order to seek the direction for improvement of mathematic teaching. And Korea's textbooks need the emphasis on the quantity calculus and on constructing quantity concept.