• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.391-400
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• 2003

This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.32-48
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• 2006

The purposes of this study can divided into three parts: First, to investigate high school science teachers' understanding concerning geologic time; second, to analyze contents related to geologic time in the secondary school science textbooks and teachers' guidebooks; and third, to compare the response type of science teachers using the results of the contents. Forty high school science teachers in the Chungbuk province are chosen to answer to the questionnaire. Many teachers (50%) think that the age of Earth is simply measured by radioisotope. However, most of them do not know the measuring method in detail. The over 50% of the teachers think that the uniformitarianism, law of superposition, law of faunal succession law of unconformity, and law of intrusion are the great five laws of historical geology. Many part of the contents related to geologic time in the textbooks and guidebooks are incorrect and described distinctly from each other. Such content includes the age of Earth, age of the oldest rock in Earth, definition and range of geologic time, measuring method of the Earth's age, and law of historical geology. Many of the science teachers do not have a complete understanding of the contents related to geologic time. This study suggests that the reason lies heavily on the contents described in the textbooks and guidebooks. Therefore, it is necessary to review and revise the contents related to geologic time in the textbooks and guidebooks.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.53-71
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• 2011

The purposes of this study are to examine the middle school student's educational interest and perception of usefulness on the content of the unit of 'Understanding of Adolescents' in Technology Home Economics textbook and analyze the relationships between educational interest and perception of usefulness and factors affecting them. The sample of this study is 521 middle school students living in Seoul, Inchoon, and Kyanggi province. The data are collected using structured questionnaires and analyzed by the descriptive statistics, t-test and One-way ANOVA. The results of this study are as follows. (1) The middle school students perceive that 'Stress Management' in Technology Home Economics textbook is the content of the highest educational interest and usefulness. (2) The factors affecting the degree of educational interest on contents of Technology Home Economics textbook are sex, residence area, age of mother, education level of parents, and level of Home Economics subject matter. (3) The perception of usefulness on the contents of Technology Home Economics textbook is differed by sex, residence area, age and education level of mother, and preference level of Home Economics subject matter. (4) There are strong positive relationships between educational interest and perception of usefulness on the contents of Technology Home Economics textbook. (5) Several recommendations for teaching-learning strategies to enhance the students' educational interest and perception of usefeulness on the contents of Technology Home Economics textbooks and future studies are suggested based on the results.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.73-86
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• 2011

This study selected the objects and the content factors of multicultural education in home economics, and analyzed multicultural contents reflected on high school technology & home economics textbooks. Based on these results, this study suggests the direction for improving technology & home economics textbook. We set up the object of multicultural education in home economics as creating the new culture through developing multicultural ability by critical thinking. The distribution analysis of multicultural contents of six kinds of technology & home economics textbook resulted that most of contents are assigned to 'knowledge section'. And 'personal relationship and group function' holds the highest ratio among the sub-sections of 'function section'. The 'value section' shows even distribution in its sub-sections. Most of textbooks contain characteristics of Korean traditional culture and necessary value in multicultural society. But, there are lack of contents about the way of communication with other cultures and coexist with diverse cultures. When we develops new textbook hereafter, it is necessary to contain the contents about which can help to understand and respect diverse culture through the egalitarian perspective and, by extension, which can make students think critically about the attitude, values, environment and way of live together with multicultural members in society. From now on Home Economics education will help the students who live in multicultural society to be understand about the differences in diverse culture and to create a desirable culture through the critical thinking as well.

• Cartoon and Animation Studies
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• s.18
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• pp.57-72
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• 2010

Textbooks used in Information Society need to use many illustrations and pictures which have positive effect in motivating and triggering students to study. "Pictures mean more than thousands of the word" says that it is significant to use media in class through visual materials. To meet the needs of the times, I examined one of the units, "IV Understanding Humans and Cultural Phenomena", among 7 authorized 'Society Culture' textbooks, so that there are 123 illustrations and 342 pictures that the percentage of them was 35.65% totally in the unit. On the examination of the frequency of using contents in each category, the illustrations are used 59 times (47.96%) in the research activity and the pictures 145 times (42.4%) in the context, which are most frequently used. Also on the examination into the actual states using contents among 'Society Culture' teachers by in-depth interviewing, they often use them when their class starts. And they require more increase in the illustrations than the pictures for easy and clear understanding and need more contents offering in the research activity to help students to study more interesting. Finally, on the result of the analysis of contents used in textbooks, exemplary cases were available to convey enough information without reading the context in the textbook because the proposed illustrations expressed the research activity's subject and the context's subject effectively. Even more, one illustration was able to indicate the sub-unit's subject while also presenting the content to be learned in the unit. However, improper cases included illustrations which are somewhat unrealistic or difficult to understand. Further, there are also some illustrations which are not related to the context. If these points are revised in the future, textbooks would be better.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.118-125
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• 2006

The purpose of the study was to research science gifted students' learning styles and perceptions on subject matter content. The data was collected from primary science and mathematics classes of a University Center for Science Gifted Education, science classes of a Metrocity Primary Gifted Education Institute, and classes of a normal school. The results of the study were that gifted students perceived the school curriculum much easier than non-gifted students did, ($X^2(4)=33.180$, p<.001), and that levels of interest in the content did not differ between the groups, but 34.6 percent of the total students responded that they found the content uninteresting. Gifted students did not see the content as being important compared to the non-gifted students, ($X^2(4)=12.443$, p<.05), and gifted students valued the methods used higher than the actual content of the textbook. The most helpful activities for their teaming that gifted students chose were projects, listening to teachers, and conducting experiments, amongst others. They also preformed 'teaming at their own speed in a mixed group'" for the study of social studies, science, and mathematics, whereas non-gifted students preformed teaming at the same speed. The two groups of science gifted students varied especially in their perceptions of most helpful activities. It is suggested that special programs for fulfilling gifted students' needs and abilities need to be developed and implemented.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.145-158
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• 2009

The purpose of this study was to find out how much home economics(HE) textbook was focused on what kind of factors in career education, by analyzing the HE textbooks from the 7th grade(1st grade of the middle school) to the 10th grade(1st grade of high school), which were developed by applying the 7th educational process. 12 textbooks which were published by three publishers were randomly selected by grade. This study used the instrument developed by Korea Research Institute for Vacational Education & Training(2001) as an analysis frame, along with a content analysis system. The results of this study were as follows. The publishers of HE textbook stressed similar points in each section of career education, evenly reflecting the objectives and contents of career education. Three kinds of publishers also placed the same weight on the factors of career education in each unit, and suggested the contents related to career education in the whole units. HE textbook was designed to lead learners to understand self and have interest in varied occupations. Additionally, it provided the learners with a chance to consider their career and occupation by means of detailed job information, and its contents including learning of occupational ability for job selection were useful to plan and prepare for career. Accordingly, as HE textbook is most effective to promote connection between work and learning and contains proper factors of career guidance, it is one of the most appropriate textbooks to deal with career education.

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

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