• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.131-152
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• 2007

The purpose in this study was to develope the concept maps of sub-units included in 'resource management and environment' area of Home Economics(HE) as an advance organizer after analyzing the overlapped and connected contents between HE textbooks and those of other subject matters(Ethics, Social Studies, Sciences, and Physical Education) taught in the middle schools. The results of this study were as follows. First, the unit of 'resource facilitation and environment' of HE is dealt in Ethics. Specifically the overlapped content in this unit between HE and Ethics is the content of the savings of resources, recycling, and environment conservation. The unit of 'work and time of youth' is dealt in Ethics and Science. The overlapped content of this unit is that of the concept of 'work'. While Ethics focuses on the general concept of work, Science focuses on the scientific concept of work. Home Economics doesn't focus on the concept of work but on how to manage the work. In the unit of the 'adolescents and their consumption', there are many overlapped contents among three subject matters, HE, Ethics and Social Studies. Second, the 7 concept maps were developed by following the steps: (1) confirming the learning objectives presented in the 'resource management and environment' area of HE; (2) identifying the overlapped and connected contents between HE and other subject matters(Eethics, Social Studies, Sciences, and Physical Education); (3) organizing the overlapped and connected contents between HE textbooks and those of other subject matters.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.21-43
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• 2016

The purpose of this study is to examine the text and learning activities of Korean and American home economics textbooks from the perspective of building adolescent empowerment and to suggest an alternative framework for the textbook. An in-depth content analysis was conducted for the Korean and American home economics textbooks. We analyzed the text and learning activities in the textbook on three levels of empowerment: Micro, Meso, and Macro. Major findings are as follows. First, in the case of Korean textbooks, the results showed that the three levels of empowerment were off-balance (Individual Empowerment: 55%, Group E: 37%, Organizational E: 8%). The educational contents in Korean textbooks were described at the Meso-level. In the case of the American textbooks, the result showed that the educational contents of IE(43%), GE(40%), and OE(17%) were relatively balanced. Therefore, the educational contents of the American textbooks were described at the Macro-level. Second, the learning activities in the Korean textbooks put a greater weight on IE at 66%, followed by GE at 25%, but OE at 9% only. The results showed that learning activities in Korean textbooks were presented at the Meso-level, but that the three levels of empowerment were significantly off-balance. In the case of the American textbooks, the results showed that the learning activities were comparatively well balanced at IE(36%), GE(40%) and OE(23%). Therefore, learning activities in the American textbooks were presented at the Macro-level. Based on the results, we suggested an alternative framework for 'understanding of self as an adolescent' unit, to build adolescent empowerment at the Macro-level.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.53-60
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• 2010

The "Information and Communication Technology Education Guidelines" were revised in December, 2005. However, the revised guidelines are not propagated in the elementary school. One of the reasons is that the textbook is not faithful to the revised guidelines. We analyzed the elementary computer textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines". Especially, "Understanding of the Information Processing" and "Comprehensive Activities" areas are not faithful to the revised guidelines. Therefore, the systematization of the textbook screening system, participation of the computer education expert, development of the detailed curriculums, and training of the elementary teachers are essentials for invigorating of the elementary computer education.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.317-325
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• 2022

The purpose of this study was to provide basic data for reconstructing middle school morality textbooks by analyzing the character traits introduced in the middle school Morality 1 course textbook according to the content and achievement standards. The study method was analyzed according to the analysis framework. The conclusion is as follows. First, in a case study of Kyohaksa, a total of 83 people were introduced, and in the case of MiraeeN, 65 people were introduced. Second, in the case of sincerity by core value, 50 students, 60.2%, future 29, 44.6%, consideration 22, 26.5%, future 29, 44.6%, justice 11 students, 13.3%, 7 in the future, 10.8%. Third, in the content and core values of Kyohaksa, there were concepts of morality that were not included: citizenship, social justice, understanding of North Korea, or a consciousness of unification ethics. Fourth, there are contents that are not covered in the content system and achievement standards in the textbook.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.29-44
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• 2003

This study aimed to evaluate the subject matters and goals, and to know the operation of Technology·Home Economics of middle and high schools in Kyungnam area. Data were collected from 235 teachers with the questionnaire by mail. The results were following; 1. The major of teachers was Technology·Industry 30.6%, Home Economics 67.2%. The teaching style was the team-teaching 51.1%, one's responsible teaching 41.3%. The team-teaching was operated more frequently in high schools than middle schools. The most difficulties were the shortage of subject's hours, the shortage of practice hours, etc. 2. The overall evaluation of subject's matters and goals were about middle levels. but the items of the job-course education and the interrelatedness of Technology and Home Economics were a little low levels. 3. The speciality and the utility of the subject's matters were evaluated highly oneself for one's major, but those of different major were lowly so. The sector of Computer was shared commonly with Technology and Home Economics' teachers. 4. The attitudes toward the separation or integration of Technology·Home Economics in the 8th curriculum revision were half and half. If Technology·Home Economics will be separated, each subject need 2 hours per week.

• The Mathematical Education
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• v.60 no.1
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• pp.111-131
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• 2021

This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.9-15
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• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.470-483
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• 2003

This study analyzed the evolutionary content in 13 textbooks developed from the first to the 6th high school biology curriculum, The content analysis of textbooks, which were delineated nine component, was performed on the 80 evolutionary categories, According to the result, the proportion of the total evolutionary content in textbook increased from the textbooks developed by the Ist curriculum to the textbooks developed by the 6th curriculum, but the proportion of 'main narrative' in total evolutionary content was gradually decreased. It also showed that biology curriculum and points of view of textbook writers influenced on the proportion of evolutionary contents. On the whole, the topics of analysed textbooks exhibit insufficient diversity, Any categories- 'group selection', 'gene selection', 'gaps in fossil record', 'co-evolution', 'punctuated equilibrium', 'mosaic evolution', 'place of labor in human evolution', 'human race differentiation', 'criticism of "ontogeny recapitulates phylogeny", and 'human activities affecting evolution' - were not treated and others - 'theory of neutralism', 'theories of major episodes(excepting extinctions) found in the geologic time scale', 'sympatric speciation', 'clinal and area-effect speciation', 'polyploidy and evolution', 'gradualism' and 'evolution and origin of mammals' - were treated very lightly, the most emphasized topic was 'phylogeny in general' and 'formation of precells', 'miscellaneous' in the order of emphasis. 'Theory of natural selection' was lightly treated as just one of evolutionary theory though it should be emphasized as major theme of evolution. Also, the law of recapitulation, of which biologists doubt the validity, was discussed as an evidence of evolution in some textbooks. And the agents of genetic equilibrium disruption like genetic drift and migration were treated as of little importance. On the basis of above result, it was suggested that the textbook writers introduced the more meaningful evolutionary topics focused the theory of natural selection in explanation of evolution and evolution theory.