• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.498-518
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• 2010

This study analyzed the characteristics of organization scheme and the levels of core concepts in science textbooks used in Korea, Singapore, and Taiwan, which have shown superior achievement according to the TIMSS 2007. Science textbooks in Korea clearly divide the fields of Energy, Matter, Biology, and Earth, presenting the fields in nearly equal proportion in each grade. In the case of Singapore, science textbooks take an integrated content approach, combining concepts from several fields under a single theme. Science textbooks in Taiwan present a single content field in each unit. Also, because each grade engages in a specific field intensively, there are many cases in which concepts related to a single field are studied in a single grade. In view of levels of core concepts, Singapore or Taiwan showed higher achievement than Korea in themes of 'Cell and their Functions', 'Ecosystems', and 'Human Health' under the TIMSS 2007 biology field. Singapore introduces core concepts for these themes in lower grades compared to Korea and presents them repeatedly in several grades. In Taiwan, there are many cases in which these core concepts are taught only once during the course of $3^{rd}$ to $8^{th}$ grade, but the explanations are presented at a level that is suitable to TIMSS 2007 assessment objectives. Considering the results of this analysis, there is a need to reconsider the division of content fields and methods of presenting core concepts in the science textbooks of Korea.

• Journal of Korean Library and Information Science Society
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• v.48 no.4
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• pp.429-448
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• 2017

The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.592-598
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• 2003

The purpose of this study is to analyze the tenth grade science textbooks as an origin of misconception on greenhouse effect concept and find incorrect descriptions on that concept and then suggest some improved schemes. Some incorrect descriptions, pictures. tables and experiments related to misconceptions on greenhouse effect were found in textbooks. They are considered to contribute to form and reinforce misconceptions on that concept : the most important gas of greenhouse effect, the role of $CO_2$ on the change of greenhouse effect. global warming. energy sources, greenhouse experiments and the physical processes of greenhouse effect. So some improved schemes were suggested

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.295-306
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• 2022

This study aims to analyze the aspect of inquiry activity for seven national science textbooks, which were recently authorized and developed for elementary schools. The study reviewed seven of the abovementioned textbooks, which were introduced to the authorized textbook system for 2022 in elementary schools. In-depth analysis was conducted on inquiry activities, which were frequently emphasized since the third curriculum. A chapter entitled "Stratum and Fossils" was selected to analyze the detailed types of inquiry activity using the framework. First, analysis was conducted on six types of inquiry activity. The result indicated that two out of seven inquiry activities different among the national and authorized textbooks. In other words, the two slightly differed from the inquiry activities presented in national textbooks. It was not reasonable that the introduction of the authorized textbook exerted an effect on the increase of autonomy and variety of teaching and learning activities compared with those of national textbooks. Second, science process skills, material, and inquiry process were established as standards for the detailed types of inquiry activity. The study demonstrated a slight difference among textbooks in terms of material and inquiry process, whereas the inquiry activities of the seven authorized textbooks were the same or similar. This finding indicated that students could experience seven types of inquiry activities. Moreover, the study examined inquiry activities related to essential learning contents in detail and found that there were more diverse than types of inquiry activities.

• Journal of the Korean earth science society
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• v.33 no.2
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• pp.183-199
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• 2012

Previous Earth Science textbooks have mostly lacked the latest astronomical phenomena frequently being reported in mass media such as popular science magazines. One of the main directions in the revision of the 2009 National Curriculum of Korea is to actively include those phenomena. Furthermore, despite a close link between astronomy and physics, the concept of modern physics has not been actively introduced in Earth Science textbooks and at the same time the linkage of physics to astronomy has rarely been studies in physics textbooks. Therefore, the concept of integration among different fields in science is emphasized in the new National Curriculum. Transient phenomena in the high energy astrophysical objects are examples that reflect such issue. The purpose of this study is to introduce transferring a real-time data and making imaging of astronomical observations using e-Science. As a first step, we performed the first experiment for a large data transfer of astronomical observation between Korea and Japan using KOREN, a National Research and Education Test Network. We introduce actively on-going fields of e-Science in observational activities of astronomy and astrophysics, and their close interrelationship with scientific inquiry activities and public outreach activities. We discuss our experiment in the scientific and educational aspects to the primitive e-Science activity in the Korean astronomical society and, in turn, provide a prospective view for its application to the scientific inquiry activities and public outreach activities in the upcoming commercial Gbps-level internet environments.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.234-252
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• 2014

A talented person in a knowledge based society is the person who has ability to create intellectual property value. This intellectual property comes from invention. According to several researches, invention and creativity have a strong correlation. And a manifestation of creativity is related to family background and parenting styles of a student. This narrative research is to understand creativity factor, family background and parenting styles of five foreign inventors in elementary textbooks. As a result of study, all of the inventors had intellectual curiosity, originality and sophistication. And despite economically difficult environment, they grew up in houses where gives an educational opportunity and their relationships with family members were good. Also at least one of their parents supported their decision and they participated in the education for their children.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.17-17
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• 2010

본 연구는 학생들의 과학 경험의 정도를 정량화 하는데 있어 통일된 측정 도구를 제시하는 것이다. 측정 도구를 구성하는 요인들은 선행연구를 통해 학교 안 과학 경험은 일반 활동 경험, 과학 탐구 경험, 실험 기구 경험으로 세분화 되며 학교 밖 과학 경험은 일반 활동 경험, 취미 활동 경험, 현장 견학 경험 6개의 영역으로 구분을 할 수 있었다. 각각의 요인을 구성하는 질문은 NAEP(1987)에서 사용된 과학 경험 검사 도구와 신영준(2000)의 과학 경험 검사 도구의 문항 중 일부를 발췌하고 더불어 과학 경험에 대한 개방적인 설문지를 통하여 1차 검사를 실시하여 얻은 답변 중 빈도가 많은 답변과 중등 교과서의 탐색적 분석을 통해 영역별 10문항씩 6개 영역의 문항을 선정하였다. 사전 설문조사와 선행 연구를 바탕으로 개발한 검사지를 고등학교 1학년 학생 413명을 대상으로 2차 검사를 실시하였다. 개발한 측정 도구의 타당도는 내용타당도와 구인타당도로 검사하였다. 내용타당도는 2명의 현직 중등교사와 2명의 과학교육전문가가 각 문항이 측정하고자 하는 목적에 부합하는지 심사하였고, 구인타당도는 요인분석을 통해 검사하였다. 신뢰도는 Cronbach $\alpha$를 통하여 문항을 분석하였다. 6개의 영역의 요인에 대하여 타당도와 신뢰도 분석 결과 6개 영역으로 구성된 60문항의 측정 도구는 학생들의 과학 경험을 측정하는 도구로서 적절하다는 결론을 내렸다.