• Journal of the Korean earth science society
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• v.25 no.7
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• pp.558-564
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• 2004

This research investigated the connection between science textbook contents in Democratic People's Republic of Korea (DPRK) and those in Republic of Korea (ROK). Both text books in the field of earth science were analyzed and classified into 70 categories based on the Third International Mathematics and Science Study (TIMSS). Comparison was specifically made between the elementary and middle school text books of both countries; the result are as follows: First, the scope and the level of the textbooks' contents are quite different between DPRK and ROK. Text books in the South are much limited in concepts and terms than those in the North. In contrast, textbooks in DPRK are written mainly to explain concepts. Second, there are many common contents of the textbooks in DPRK and Republic of Korea. The level and scope of the contents in Republic of Korea are more inquisitive, quantitative and detailed than those in DPRK. Third, we found content connections in science textbooks between primary and secondary schools in both countries: 27 items (38.5%) are related in ROK and 19 items (27.1%) in DPRK.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.61-77
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• 2022

This study looked at the deviation of each textbook, focusing on the detailed learning content related to the quadratic curve properties contained in high school geometry textbooks. Rather than criticizing the diversity of content elements covered in high school geometry textbooks and suggesting alternatives, it focused on analyzing the actual conditions of content element diversity. The curriculum specifies that the practical application of the quadratic curve should be emphasized so that student could recognize the usefulness and value. However, as a result of the analysis, it was confirmed that the purpose of the curriculum and the structure of the textbook did not match somewhat, the deviation of content elements for each textbook was quite large. In terms of acknowledging the diversity of teaching and learning, the diversity of each textbook on the methods of the introduction and the natures related to the quadratic curve can be fully recognized. But in our educational reality, which is aiming for the university entrance examination system through national evaluation such as CSAT, the results are too sensitive in society as a whole, so the diversity of expressions in mathematics textbooks is sometimes interpreted as a disadvantage of evaluation. It is time to reconsider the composition of textbooks that recognizes the diversity of content elements in textbook teaching and learning and at the same time reflects the aspect of equality in evaluation.

• 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.

• 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.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.577-591
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• 2011

In this study, in order to use computer in mathematical learning effectively, we investigate application of computer shown textbooks in geometry unit of middle school mathematics. First, we analyzed about status of computer application and method of computer application in 27 textbooks. We presented concrete example of mathematics activity using computer that can be used by teachers. Also, we tried to find out the direction to use computer more effectively in teaching and learning geometry. Through this process, we do not simply use computer to play for interest but to use it more meaningfully.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.162-176
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• 2001

This study was covered with the analysis of five kinds of the middle school science text books(chemistry part) based on the oth curriculum. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension and the results are as follows;1. In the analysis of the contents in the middle school science textbooks(chemistry part), the average number of total pages was 197.6. The illustration and picture were contained 0.66 in number per a page, and the average number of further readings was 5.8.2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in five kinds of textbooks was 222. And the number of imquiry activities in five kinds of textbooks was siverse : A textbook had 51, B texbook 49, C textbook 37 and E textbook 35.3. For the analysis of inquiry process dimension. it follows in the order of 'interpreing data and formulating generalizations (42.4%)','observation and measuring (38.1%)','seeing a problem and seeking ways to solve it (7.8%)' and 'building, testing and revising the theoretical model(11.7%)'.4. As for the analysis of the inquiry context dimension, the scientific context occupied 94.2%, the individual context 0.4%, the social context 2.7% and the technical context 2.7%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 5.8%.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.105-124
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• 2022

The contents of fraction division in textbooks are important because there were changes in situations and problem solving methods in textbooks according to the revision of the curriculum and the contents of textbooks affect students' learning directly. So, this study analyzed the achievement standards of the curriculum and formula types and situations, and the introduction process of non-standard and standard algorithms presented in Korean mathematics textbooks. The results are follows: there was little difference in the achievement standards of the curriculum, but there was a difference in the arrangement of contents by grades in textbooks. There was a difference in the types of formula according to textbooks. And the situation became more diverse; recent textbooks have changed to the direction of using the non-standard and the standard algorithm in parallel. In conclusion, I proposed categorizing rather than splitting the types of fraction division, the connection of non-standard and standard algorithm, and the need to prepare methods to pursue generalization and justification according to the common characteristics in the process of introducing standard algorithm.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.115-136
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• 2019

The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.