• Journal of the Korean Chemical Society
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• v.50 no.2
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• pp.153-162
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• 2006

The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.170-184
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• 2001

At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.162-176
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• 2001

This study was covered with the analysis of five kinds of the middle school science text books(chemistry part) based on the oth curriculum. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension and the results are as follows;1. In the analysis of the contents in the middle school science textbooks(chemistry part), the average number of total pages was 197.6. The illustration and picture were contained 0.66 in number per a page, and the average number of further readings was 5.8.2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in five kinds of textbooks was 222. And the number of imquiry activities in five kinds of textbooks was siverse : A textbook had 51, B texbook 49, C textbook 37 and E textbook 35.3. For the analysis of inquiry process dimension. it follows in the order of 'interpreing data and formulating generalizations (42.4%)','observation and measuring (38.1%)','seeing a problem and seeking ways to solve it (7.8%)' and 'building, testing and revising the theoretical model(11.7%)'.4. As for the analysis of the inquiry context dimension, the scientific context occupied 94.2%, the individual context 0.4%, the social context 2.7% and the technical context 2.7%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 5.8%.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.79-96
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• 2018

The purpose of this study was to compare and analyze changes to the middle school mathematics textbooks of third mathematics curriculum period and seventh mathematics curriculum period. This study put the math curricula from the third to the sixth one in third mathematics curriculum period as those math curricula witnessed the maintenance of industrial society paradigm. And then it put the math curricula from the seventh one to current the 2009 revised mathematics curriculum in seventh mathematics curriculum period as the knowledge-based information society paradigm has continued throughout those math curricula. Based on those period categories, We compared and analyzed changes of the middle school math textbooks. For the comparison and analysis of math textbooks between the two periods, this study set the unit organization system, unit goal, task type and content development approach as analysis elements in the unit of 'Nature of Figures' in the second grade math textbooks for middle school. As a result of the research, it was confirmed that the textbooks of the two periods had many changes in the unit organization system, but the unit goal, task type, and content development approach stayed in low level goals and task type that require conceptual and procedural.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3022-3029
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• 2011

One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.146-148
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• 2002

21세기는 지식과 정보량이 폭증하여 방대한 정보를 신속하고도 체계적으로 전달할 수 있는 정보통신 기술의 중요성이 그 어느 때보다 강조되는 지식정보화 시대이다. 지식정보화 사회는 무엇보다 컴퓨터와 정보통신기술(ICT: Information ＆ Communication Technology)이 주도하는 사회로서 정보와 지식의 생산과 소멸이 급속하게 이루어지기 때문에, 이러한 변화에 적극적으로 대처하기 위해서는 자신에게 유용한 정보를 찾아내고 분석하여 활용하는 능력이 필요하다.(중략)

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.1-12
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• 2012

This paper has analyzed contents of copyright education in Informatics textbook in middle school curriculum and has proposed ways to enhance copyright education. In this paper, we have analyzed Informatics curriculum, authorized textbook, and teacher's guide book for middle school revised in 2007 and have extracted contents and systems of copyright education in Informatics course. We examined studies on the copyright education and analyzed on the basis of interest, understanding, usage, and practice of copyright. As a result, copyright education has turned out to be focused on 2nd level of information society and information technology. We found that copyright education was necessary both directly and indirectly in various parts and levels in that it is an optional subjects. This paper suggests the possibility of copyright education in Informatics curriculum for middle school and the copyright education is expected to be reinforced.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.129-131
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• 2015

정보 사회는 컴퓨터 과학이 실생활 뿐 아니라 모든 학문 분야의 기반이 되는 사회이다. 자원이 부족한 우리나라는 핵심 학문 분야의 인재 양성이 국가 경쟁력을 강화할 수 있는 원동력이 되기 때문에 컴퓨터 과학 분야의 인재를 양성하기 위한 정보 교육의 중요성이 더욱 커지고 있다. 이러한 일환으로 2015 개정 교육과정에서는 정보 교육을 필수화하였고 어떻게 가르칠 것인가에 대한 많은 연구가 진행되고 있다. 교과서는 학습자의 가장 기본적인 학습 도구가 되는 것으로 어떤 지식을 어떻게 가르칠 것인가를 포함하고 있기 때문에 그 구성은 매우 중요하다. 따라서 본 연구에서는 컴퓨터 과학을 인력 양성을 위한 중요한 학문으로 인식하고 정보 교육의 활성화를 추진하여 실천하고 있는 영국의 교과서를 분석하고 우리나라에 주는 시사점을 제시하였다.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.659-667
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• 2004

The purposes of this study were to examine the middle school science textbooks published according to the 7th curriculum by analyzing overall structure of the books and STS contents, and to diagnose the current status of STS education in science classroom through interviews with teachers and students of the middle schools. It was found that STS approaches were of increasing importance in the science textbooks, however, they were not popular in the science classes. STS topics in the middle school textbooks were related mostly to 'applications of science' and 'social problems and issues', and few of the topics were related to 'cooperative work on real problems', 'multiple dimensions of science' and 'practice with decision making strategies'. Major barriers of STS education implementation in middle school science classroom were identified as follows; difficulties of assessment, teachers' insufficient cognitions and experiences regarding STS education, perceptions of students and parents that prefer didactic lecture methods and working on exercises. Desirable directions for the improvement of present status of STS education in middle school science classes were proposed.