• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.307-324
• /
• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of Science Education
• /
• v.47 no.2
• /
• pp.117-126
• /
• 2023

In an elementary school science teacher's guide, the guide in details that can help elementary school teachers with difficulties when preparing and conducting science classes are essential. To gain insights into the development of the 2022 revised curriculum elementary school science teacher's guide, it is necessary to investigate the perceptions and needs of elementary school teacher's guide in details. In this study, we developed a questionnaire by analyzing the components and design of an elementary school science teacher's guide in details to explore elementary school teachers' perceptions and needs. For this purpose, we first investigated elementary school teachers' perceptions of their needs, satisfaction, and the utilization of each component of the current guide in details. Next, we investigated teachers' needs regarding the specific components and design of a guide. The findings were as follows. First, elementary school teachers were delighted with the components that help them prepare and conduct lessons. Second, elementary school teachers wanted an easy-to-read design with a layout that allowed them to see the components they needed for their lessons at a glance. In conclusion, the elementary school science teacher's guide in details to be readable and organized to provide at-a-glance information on lesson preparation, lesson flow, and teaching and learning materials needed for science teaching-learning. Based on the results of this study, new approaches and attempts should be made to develop a textbook that elementary school teachers can utilize in the future.

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.194-209
• /
• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Journal of The Korean Association For Science Education
• /
• v.29 no.8
• /
• pp.874-885
• /
• 2009

The purpose of this study is to analyze illustrations, contents, and experiments in 6 kinds of science textbook from the 9th grade covering the phases of the Moon (on the phases of the Moon in six 9th grade science textbook) and to suggest coherent and effective contents and frame of the science textbook. Hence, the researcher decided the study problem. The study problems are as follows; 'Are the illustrations in the science textbook presented to help understand the phases of the Moon depending on the position of the observer?', 'Does the contents of the book clearly mention the phases of the Moon?', 'Can students understand the phases of the Moon through the experiments in the science textbook?', 'Do illustrations, contents, and experiment of the science textbook consistently explain the phases of the Moon?'. 10 persons (9graduate students including the researcher) took part in this study. All things unanimously agreed upon by all participants were reflected in the results. The results are as follows: First, the universal observer's view point is mixed with the earth observer's view in the illustration of these science textbook regarding the phases of the Moon. Moreover, illustrations of some textbooks are presented with such words as 'sunrise', 'midnight' and consequently contain too much. Second, the contents of the science textbook concerning the phases of the Moon is not described clearly. In addition, they don't give clear and detailed explanations for the reason of these changes. Third, all of the textbooks, except one textbook, describe the experiment regarding the phases of the Moon with the earth observer's view point but don't specifically mention that the view point is that of the earth observer's view point. Fourth, illustrations, contents, and experiments in the science textbook don't coherently explain the phases of the Moon. In addition, it is confirmed through the process of the result analysis that the described contents in the science curriculum is not well constructed or logical.

• Journal of Korea Ship Safrty Technology Authority
• /
• s.29
• /
• pp.60-69
• /
• 2010

어선 안전에 관한 국제 협약인 1977 어선안전을 위한 토레몰리노스 국제협약 및 1993 토레몰리노스 의정서는 현재 그 발효요건이 충족되지 못하여 전 세계적으로 발효되지 못하고 있는 실정이다. 이에 국제해사기구(IMO)는 의정서 요건을 완화하는 "1993 토레몰리노스 의정서 시행에 관한 협정서 개발"을 해당 전문위원회인 복원성, 만재흘수선, 어선안전 전문위원회에서 제53차 회의('11. 01)까지 그 초안 작업을 완료하고 제27차 총회에서 이를 채택할 계획으로 논의를 진행하고 있다. 따라서 이러한 국제적인 움직임에 대응하고 동 의정서 시행에 대비하여 우리나라에 미치는 파급효과를 최소화하기 위한 활동의 일환으로써 본 연구는 그 동안 IMO에서 추진하여 왔던 활동과 그 내용을 담고 있다.

• Proceedings of the Korean Information Science Society Conference
• /
• 2005.07b
• /
• pp.796-798
• /
• 2005

역사적 가치가 높은 고문서의 훼손을 방지하고 접근을 용이하게 하기 위해서 고문서 전산화가 필요하다. 이를 위한 작업에서는 고문서의 방대한 양을 빠르고 정확하게 처리하는 기술이 필수적이다. 본 논문은 고문서 전산화를 위한 분할 방법과 인식 방법을 제안한다. 인식을 이용한 분할 방법을 통해 신속하면서도 정확하게 문서내의 문자영역을 찾아낸다. 또한 인식기로부터 생성된 점수를 확률화 하여 신뢰도를 높이고 이를 문자의 모양 및 문맥정보와 결합을 통해 분할과 후처리를 수행한다. 제안하는 방법은 고문서 전산화 과정에서 사람의 수작업을 최소화하기 위해 유용하다.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.3
• /
• pp.485-503
• /
• 2017

'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

• Proceedings of the Korean Information Science Society Conference
• /
• 2010.06b
• /
• pp.241-244
• /
• 2010

최근 주목을 받고 있는 디지털교과서를 위해 제안되었던 대부분의 연구 결과는 플래시 기반으로 구성되거나, 전용 클라이언트를 설치해야 하는 등 교과서의 본질에 충실하지 못한 문제를 가지고 있었다. 본 논문에서는 교과서의 본질에 충실하고, 학교에서는 물론이고 집에서도 사용 가능한 e-교과서 구현을 위해 전자책 표준 가운데 전 세계적으로 가장 널리 사용 중인 e-Pub 표준을 적용하고자 하였다. XML 기반의 e-Pub 표준 적용을 위해 초등학교 국어, 영어, 수학 교과서를 분석하였으며, 과목 별로 상이한 구조 표현을 위해 최소한의 요소(element)를 정의함으로써, 저자 별, 과목 별 구조적 특성을 자유롭게 반영할 수 있도록 하였다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2024.01a
• /
• pp.481-484
• /
• 2024

본 논문에서는 레고(LEGO®) 조립 설명서를 생성하기 위해 딥러닝을 이용한 조립 및 설명서 생성 시스템을 제안한다. 이 시스템은 사용자가 제공한 단일 이미지를 기반으로 레고 조립 설명서를 자동 생성한다. 해당 시스템은 딥러닝 기반 이미지 분할 기술을 활용하여 물체를 배경으로부터 분리하고 이를 통해 조립 설명서를 생성하는 과정을 포함하며, 조립을 위한 알고리즘을 새로 설계하였다. 이 시스템은 기존 레고 제품의 한계를 극복하고, 사용자에게 주어진 부품으로 다양한 모델을 자유롭게 조립할 수 있게 한다. 또한, 복잡한 레고 조립 과정을 간소화하고, 조립의 장벽을 낮추는 데 도움을 준다.

• Journal of the Korean earth science society
• /
• v.29 no.7
• /
• pp.626-639
• /
• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.