• Journal of Korea Society of Industrial Information Systems
• /
• v.16 no.2
• /
• pp.191-198
• /
• 2011

In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.18 no.2
• /
• pp.161-181
• /
• 2007

The purpose of this study was to improve an undergraduate curricular of library and information science for children's librarians in public libraries. For the purpose, this study examined current curricular provided for children's librarianship. A questionnaire survey of the educational background of children's librarian was also conducted. Based on the results, this study proposed an undergraduate curriculum model to raise children's librarians.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.451-458
• /
• 1998

The trends of plant-related teaching and learning of elementary and secondary schools were presented in this paper. The textbooks of other subject matters except biology were analyzed for their plant-related learning contents. It was suggested that interconnection exists between biology and other subjects in the relations with plant-related learning materials. A total of 331 books were analyzed from 143 elementary schools, 117 middle schools and 71 high schools. 1. Among the learning materials, 264 species of plant were presented in elementary schools textbooks, 295 in middle schools, and 283 in high schools. Other subjcets had more various plants than biology. 2. Korean language, social study and home ecology had more plant materials than other subjects with not only simple citation but scientific concepts and inquiry activities. As this plant-related materials is considerable for school education and science curriculum. 3. The available plants in daily life - resource plants, edible plants, demonstration plants and engineering-related plants - were cited in other subjects. Interconnection of plant-related materials with biology and other subjects will provide basis of STS education and subject integration.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.371-382
• /
• 1998

The years from 1895 to 1915 marked an important period in Korean because it was the start of modern education during which a new school system was developed. In particular, the Government made laws and rules concerning the use of textbooks in schools. In this research information about books in use in schools was obtained from the {School Textbook List} which was drawn up during this period. Science textbooks printed in Korea from 1895 to 1915 were control1ed in their use by the Ministry of Education and the Government General of Chosen. They used the Private School Ordinance, Regulations for Official Examination of Textbooks in 1908, and Law of Publication in 1909 as the main means of controlling textbooks. The official examination of textbooks under the Japanese rule of Korea resulted in an increasing number of science textbooks being banned. While science textbooks had enjoyed more freedom from control by the Government General of Chosen than other textbooks, the situation changed significantly as Japan to intensify the control of all kinds of textbooks in Korea.

• Journal of the Korean earth science society
• /
• v.31 no.7
• /
• pp.762-771
• /
• 2010

The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.151-180
• /
• 2011

The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.

• Journal of Korean Ophthalmic Optics Society
• /
• v.18 no.4
• /
• pp.413-428
• /
• 2013

Purpose: The purpose of this study was to evaluate students and optometrist opinion of the usefulness of different subjects of optometry curriculum.This date will then be used as base-line data during a process of curriculum development Methods: 292 of ophthalmic optic's students and 123 of optometrists were surveyed in the usefulness of curriculum (five-point scale) followed by statistical analysis of the results. Results: Optometrists gave a higher average score for curriculum usefulness (3.89) than the students (3.71). The subject which showed the highest usefulness for the student was optometry (4.55) but clinical practice was the highest for the optometrist (4.48). There was significant differences (p<.05) on optics, ophthalmology, basic science, optometrist related subject and foreign language but optometry and contact lenses showed high usefulness in common without significant difference. The usefulness of subject for the student showed significant difference according to gender, grade, age, and desired working place and has demonstrated significant difference depend on gender, age, scholarship, total working experience as an optometrist, workplace, and position for optometrists as well. Conclusions: It is necessary to continue research for the development of standard and bench-marked curriculum for ophthalmic optics and also the curriculum, which reflecting the usefulness and needs obtained from ophthalmic optics' students and optometrists need to be developed.

• The Journal of the Korea Contents Association
• /
• v.18 no.7
• /
• pp.412-422
• /
• 2018

The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.309-325
• /
• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.205-211
• /
• 2008

This study attempted to explore what is the image that preliminary teachers seek in Home Economics. The purpose of this study was to find the images that make people thought based on the Q methodology. Q methodology is a way to understand a person's structure of subjectivity. This study applied Q methodology to clarifying preliminary teachers' subjective evaluation of the image of Home Economics. 33 Q questions were prepared through literature review, and were offered to 60 preliminary teachers. The subjects were divided into the five types seeking different image with Home Economics: adjustment for society, neglection by prejudice, education for basic element of life, focused on home life, personal mature.