• 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.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.547-558
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• 2007

The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.411-420
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• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1175-1185
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• 2011

Language skills in science education seem to have a great impact on student achievement. Most of the language skills affecting students' science learning can be accounted for an understanding of scientific terms. The ultimate goal of this study is selecting and grading the scientific terms for science education. As a basic research, we investigated scientific terms contained in science textbooks, because they are the most basic and selected terminologies. As a result of investigation of scientific terms in physics units of middle school science textbooks, we made a list of 556 scientific terms by grade level. This includes 249 words for grade 7, 170 words for grade 8, and 137 words for grade 9.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.165-175
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• 2003

The purpose of this study was to analyze the use of analogies in high school science textbooks in explaining abstract science concepts. For this study, the analogies used in high school science textbooks of the 7th science curriculum were analyzed. The analogies were classified into the six following types: the nature of shared attributes, representation, analogy/target abstraction, number of analogies, with and without specified use of analogy, and casual relations. A total of 189 analogies were found in the 7th science textbooks. This means that 16.9 analogies were used for each book. In analyzing the analogies, we found some analogies were appropriate, while others were ambiguous and inadequate in explaining the various science concepts. The number of analogies used varied considerably according to the publishing company and the science domain. For more effective understanding of various science concepts, it is necessary to develop more analogies and research the application of analogy.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.49-60
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• 2013

The purpose of this study was to analyze inductively Critical Success Factors of Digital Textbook-Based Instruction based on qualitative research. To accomplish the purpose of the study, D elementary school in Incheon, one of digital textbook model schools, was selected as the school for observation. Three fifth graders and their teacher were interviewed and their six lessons were used for analyzing teaching and learning activities in digital textbook-based instruction. The results of the study, 'the use of systematic strategies based on multimedia features', 'information literacy-related questions and answers', 'specific guidance and help', 'the stability of the physical system and equipment', 'active collaborative learning and interaction', 'individual self-directed learning', 'consideration of emotional/physical changes', 'selection and concentration based upon available resources were identified as critical success factors of digital textbook-based instruction.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.432-442
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• 2000

In this study, the contents of 'electric current' and 'battery' units in elementary and middle school science textbooks were analyzed on the basis of particle and energy concepts. Many problems, reported previously on students' misconceptions about those area, were found in science textbooks. Electric current and battery were covered in both physics and chemistry parts of science textbooks. However, the lack of particle concept in physics units and the lack of energy concept in chemistry units seemed to make it difficult for students to learn those concepts. The descriptions about the two concepts were also not consistent even in the same discipline units. In order to solve these problems, the integration of the views on the particulate nature of matter and energy in the science curriculum and reconstruction of science textbooks were needed.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.456-464
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• 2007

The aims of this research are to analyze the representations and conceptual sequence of eye vision in Korean science textbooks and to suggest a contents construct about eye vision where the conceptual sequence is considered. Research method was literature review, and the literatures that were used for analysis were the 7th Korean science curriculum which was revised in 1997, and the science and physics textbooks developed based on the 7th Korean science curriculum. The research results are as follows: 1) Although the science curriculum seems to have no problem on sequence in the eye vision concepts, the science and physics textbooks based on the curriculum reveal problems on the sequence in the eye vision concepts; 2) Some Korean science textbooks explain retinal image formation according to the Alhazen's idea, except in inverse image; 3) Some Korean science textbooks explain about the reasons of near- and far-sightedness without consistency between the textbooks for 7th and 8th grade students; 4) A few Korean science textbooks give an inappropriate explanation about the principle of eye sight correction by eye glasses; 5) According to the analysis result, the concepts related to eye vision should be presented in the order of explanation about light refraction phenomena, image formation process by convex lens, structure of human eye and retinal image formation process, correction of eye sight using lens.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.478-489
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• 2002

In this study, we identified the conceptions of heat and temperature on a basis of the science history, and analyzed the explanation types in elementary, and secondary school science textbooks. From these data, we tried to discover the cause of students' misconceptions. The results revealed that the explanation types of the textbooks don't include modem sight. Different conceptions developed in different era mixed in the textbooks. We can infer that students who learn heat and temperature concept by the textbooks could have misconceptions because of the above problems.

• Proceeding of EDISON Challenge
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• 2016.03a
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• pp.108-112
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• 2016

화학, 물리. 재료, 공학 등 여러 분야에서 계산의 중요성이 증가함에 따라 대학 학부수업에서 계산을 가르치는 학교들이 늘어나고 있다. 수업에서 진행되는 tutorial 의 경우, Gaussian, Spartan, Hyperchem 과 같은 상업용 프로그램을 이용하여 간단한 이론들을 시뮬레이션 하는 방식으로 진행된다. 이번 연구에서는 EDISON 프로그램을 활용하여 계산화학을 처음 접하는 학생들을 위한 tutorial 을 개발하였다. EDISON S/W 를 기반으로한 이 tutorial 이 교과서에서 배우던 개념들을 이해하는데 도움이 되며, 실제 수업시간에 사용될 수 있음을 보여주고자 한다.