• 대한공업교육학회지
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• v.36 no.2
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• pp.151-180
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• 2011

The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.305-306
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• 2019

2019학년도 초등학교 5-6학년군에 2015 개정 교육과정이 전면 적용된다. 본 논문에서는 2015 개정 교육과정에 따른 실과 검정 교과서 6종 소프트웨어 교육 단원의 외적 체제를 비교 분석하였다. 단원 체제 분석 결과 모든 교과서에 공통적으로 대단원명, 대단원 차례, 중단원명, 본문텍스트, 본문삽화, 용어 설명, 단원 마무리 등이 제시되어 있었다. 단원 구성 분석 결과 소프트웨어 교육 단원은 전체 교과서 분량의 18.8~25%까지 교과서별로 다양한 비율을 차지하고 있었다. 후속 연구로는 본 논문에서 다룬 교과서의 외적 체제 뿐 아니라 내적 체제 까지를 포함하여 각 교과서의 소프트웨어 교육 단원을 전체적인 틀에서 비교 분석 할 것이다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.223-224
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• 2020

2015 개정 교육과정에서는 컴퓨팅 사고력을 갖춘 인재를 함양하기 위해 소프트웨어 교육 및 정보 교육을 강조하고 있으며, 다양한 학문에서의 융합이 제시되고 있다. 그러나 소프트웨어 및 정보 교과에서의 융합교육의 현황이나 방법에 따른 결과 도출, 효과성 검증 등에 대한 연구는 미비한 실정이다. 따라서 본 연구에서는 초등학교 실과 교과서 1종, 중학교 정보 교과서 1종, 고등학교 정보 교과서 1종을 각기 다른 출판사로 무선 표집하여 융합교육 현황에 대해 분석하였다. 분석 결과, 교과서 내에 융합교육의 시도가 1~2회 정도의 융합교육의 시도가 있었음을 확인할 수 있었다. 이러한 변화는 긍정적이라 볼 수 있지만, 충분하다고 판단할 수는 없다. 그러므로 이를 보완하기 위하여 현행의 교과서를 보완해 줄 수 있는 융합교육 자료가 요구된다는 시사점을 도출하였다.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.615-622
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• 2020

This paper analyzed 'Software Education' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the case of the elementary school 'Software Education' unit. the inquiry analysis was insufficient. On the contrary, in the middle and high school textbook research was sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an exploratory textbook. As a result of analyzing textbooks, there was no ideal textbook with inquiring tendencies in all analysis factors, and different analysis factors with high inquiring tendencies were found in each textbook. In the entire textbook, the analysis element with the lowest inquiring tendency was the text, and the highest analysis element was the activity. The analysis factors with the greatest deviation in the evaluation index between textbooks are data and evaluation.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.21-29
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• 2021

This paper analyzed 'Education with Robots' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the elementary school 'Education with Robots' unit. On the contrary, in the middle and high school textbooks research were sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an inquiry type textbook. As a result of analyzing textbooks, there was no ideal textbook with an inquisitive disposition in all analysis elements, and in all textbooks, the analysis element with the lowest inquiry disposition was the text, and the highest analysis element was activity.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.317-325
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• 2022

In textbooks, illustrations are used to easily explain concepts and guide the exploration process. Therefore, the illustration should be presented accurately and easily. However, as a result of analyzing previous studies, it was confirmed that there was no research related to illustration analysis at all in the case of the elementary school 'software education' unit. Therefore, among the six practical textbooks developed according to the 2015 revised curriculum, the illustration of the 'software education' unit was analyzed in terms of type, function, and use, and provided guidelines for the adoption of textbooks, curriculum research, and next textbook development. As a result of analyzing six practical textbooks, all textbooks used more than one illustration per page, and the types of illustrations were used in the order of screen capture, picture, picture, table, illustration, illustrative function, and use.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.61-77
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• 2013

Developing textbook evaluation criterion is as important as textbook development in education. Home economics subject has been involved in textbook evaluation since 1995, at which the first home economics textbook was under the national authorization system in South Korea. There has been little research on home economics textbook evaluation criterion even though there were more studies using textbook analysis. The purposes of this study were to explore the reason why subject perspectives were reflected on the textbook evaluation criterion, the relationships between the perspectives presented by national curriculum and technology home economics textbook evaluation criterion, and the future direction for developing textbook evaluation criterion. So this study was related to analyze practical arts(technology home economics) textbook evaluation criterion and the meaning of subject perspectives in textbook evaluation criterion, to drive perspectives consistently presented by the 2007 revised and 2011 revised national curriculum, to analyze the relationships between the perspectives in national curriculum and textbook evaluation criterion, and to provide the future direction for textbook evaluation criterion development. Textbook evaluation criterion is very important because it provides subject perspectives for developing textbook, delivers the core concepts and unique values of our subject, and provides the direction for teacher education. According to the analysis of both national curriculum, the perspectives such as management competency, life competency, practical experience, integrative competency for understanding individual and family, career and life planning, and life problem-solving were presented in this study. Implication for future research would be needed to develop the factors of textbook evaluation criterion based on the perspective presented by national curriculum.

• Journal of Digital Contents Society
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• v.16 no.1
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• pp.53-61
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• 2015

Recently a demand for student-centered creative design education is rapidly growing, but well organized design curriculum and design practice complex are not established properly in most universities. In this paper, we present a scheme for design-centered engineering curriculum and a method to build a design practice complex for creative design education which it is currently attracting a lot of interest in engineering education. Based on the analysis of the conventional curriculum of electronic engineering, a new curriculum and a design practice complex that is suitable for enhancement of professional practice capability and by which an effective engineering education through introductory design, element design and advanced design steps can be performed is described.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.653-662
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• 2020

In this study, the content and level of the elements of Computational Thinking in the Software Education area of elementary practical textbooks were analyzed, and also the computing ratio for each textbook learning activity was analyzed. The elements of Computational Thinking were defined based on the components and definitions of Computational Thinking skills suggested by the Ministry of Education. The contents of Software Education area in practical arts textbooks published by six publishers were analyzed. As a result of analyzing the elements of Computational Thinking for each textbook according to the achievement criteria, there was a difference in whether sub-elements of Computational Thinking were included for each textbook. Second, as a result of analyzing the level of Computing of learning content, the proportion of textbooks presenting Abstract activities connected to Computing was relatively low. When the curriculum is reorganized or the textbook is revised in the future, it is necessary to complement the elements of Computational Thinking in a balanced way, and to include general Abstraction activities and Abstraction activities that can lead to Automation.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.