• 제목/요약/키워드: 초등과학 교과서

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초등 과학·수학 교과서의 의사소통 표현 방식에 따른 유형 비교 분석 - 6학년 1학기를 중심으로 - (Comparative Analysis on the Types of Representation to Communicate in Elementary Science and Mathematics Textbooks - In Case of the Sixth Grade 1st Semester -)

  • 장미경;신영준
    • 한국초등과학교육학회지:초등과학교육
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    • 제36권3호
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    • pp.256-272
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    • 2017
  • The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

2009 개정 교육과정에 따른 초등학교 과학 교과서의 글과 삽화에 나타난 성역할 고정관념 실태 분석 (An Analysis for Gender-Role Stereotyping of Texts and Illustrations in Elementary Science Textbooks developed under 2009 Revised National Curriculum)

  • 강훈식;이재원;김현호;노태희
    • 한국초등과학교육학회지:초등과학교육
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    • 제35권4호
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    • pp.454-468
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    • 2016
  • In this study, the gender-role stereotyping of the texts and the illustrations in the elementary science textbooks developed under the 2009 Revised National Curriculum was analyzed, and the results were compared with those of the 2007 Revised National Curriculum. In the texts, there were significant differences between boys and girls in the frequencies of texts, two types of learning activities such as scientific inquiry and emotional expression, and housekeeping activity. Women outnumbered men in housekeeping activity, but they were much less than men to perform outdoor and professional activities. In the illustrations, there were not significant differences by gender in pupils, and these results are desirable in terms of achieving balance between boys and girls. However, the textbooks were found to favor the illustrations of men especially in outdoor and professional activities. Women also performed more in housekeeping activity. Compared with the adult results of previous curriculum, these results were not improved at all.

초등 6학년 과학 교과서의 요구 인지 수준과 학생의 심리적 난이도 비교 분석 (The Comparative Analysis between the Demanded Cognitive Levels of Science Textbooks for the Sixth Graders and the Students' Psychological Difficulty with the Textbooks)

  • 정은영;장명덕
    • 한국초등과학교육학회지:초등과학교육
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    • 제36권4호
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    • pp.356-366
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    • 2017
  • The purpose of this study is to analyze whether the required cognitive levels of the current 6th graders' science textbooks conform to the children's cognitive levels and to examine the students' sensed psychological difficulty of the current science textbooks. The eighty five students (boy: 39, girl: 46) from one elementary school were participated in this study. The results of the study are as follows. First, the 2/3 out of the contents in the six graders' science textbooks require concrete level of operation and the 1/3 out of the contents in the textbooks requires the formal level of operation. So the 70% students at the concrete operational level are likely to undergo difficulties with the 1/3 contents in the textbooks. Second, the students' psychological difficulty on the science textbooks is relatively low (approximately two out of five points) and there is not any special pattern between the cognitive level of the textbooks and the students' psychological difficulty of the textbooks.

우리나라와 일본의 초등학교 과학 교과서 생물 영역에 대한 비교 연구 (Comparative Studies on the Contents of Biology Science Textbooks in Elementary Schools in Korea and Japan)

  • 박재근;박헌우
    • 한국초등과학교육학회지:초등과학교육
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    • 제25권3호
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    • pp.318-330
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    • 2006
  • The purpose of this study was to compare the biology contents of elementary schools science textbooks between Korea and Japan. To this end, the organization of subject matter and the type, process and context of inquiry activities were analyzed. The findings of this study were as follows: First, the sheer number of topics presented at each grade level was considerable and the contents of science textbooks were fixed in a set form in Korea. However, the organization and development of contents were made by considering the state of things and seasons in the case of Japan. Second, the amount of inquiry activities in Korea was higher, but the relationship between concepts and inquiry activities was lower than in Japan. Third, actually conducting (or 'doing') inquiry type activities was highest in Korea, on the other hand, 'experimenting' appeared to have a higher priority in Japan. Fourth, inquiry processes of activities in each country were very similar, in that the ratio of performing an inquiry was high, and perceiving a problem or designing an inquiry was low. Fifth, the results of analyzing the inquiry contexts of activities showed that the framework of evaluating inquiry activities based on curriculum objectives should be provided in the earlier stages of science textbook development.

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초등학교 과학 교과서의 읽기자료에 대한 교사와 학생의 인식 (Teachers' and Students' Perceptions of the Reading Materials in Elementary School Science Textbooks)

  • 강석진;석종임;고한중
    • 한국초등과학교육학회지:초등과학교육
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    • 제32권3호
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    • pp.315-326
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    • 2013
  • In this study, we investigated elementary school teachers' and students' perceptions of the reading materials in science textbooks. Participants were 181 teachers from 23 elementary schools who were teaching science and 643 third- to sixth-grade students from 12 elementary schools. A questionnaire for teachers consisted of 18 items and a questionnaire for students consisted of 11 items about their perceptions of the reading materials in science textbooks. Nine to twelve items, according to grades, examining the actual uses of each reading material in science textbooks were also included to both questionnaires. The results indicated that teachers have positive perceptions about reading materials and frequently use them in case of needs for supplement and/or enrichment of science learning. Novice teachers were found to have less positive perceptions about reading materials than expert teachers. Over 70 percent of students responded that they read all reading materials. Fifth- and sixth-grade students were tended to have less positive perceptions about reading materials than third-grade students. Finally, students tended to have more positive perceptions about reading materials than their teachers.

보편적 학습 설계의 관점에서 초등학교 4학년 과학 디지털 교과서 분석 (Analysis of G4 Science Digital Textbook according to Universal Design for Learning)

  • 서정희;성정희;구양미
    • 한국초등과학교육학회지:초등과학교육
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    • 제30권4호
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    • pp.442-458
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    • 2011
  • Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning( UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.

제7차와 2007년 개정 교육과정의 초등 과학과 교과서 물질 영역의 발문 유형 비교 분석 (The Comparative Analysis of Questions in the Matter Units of Elementary Science Textbooks between the 7th Curriculum and the Revised Curriculum Year 2007)

  • 최미숙;김용권
    • 한국초등과학교육학회지:초등과학교육
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    • 제31권3호
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    • pp.347-357
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    • 2012
  • The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

과학 교과서의 표를 해석하는 초등교사들의 안구 운동 추적 (Eye-Tracking on Inservice Elementary Teachers' Interpreting of Science Textbook Tables)

  • 최현동;신동훈
    • 한국초등과학교육학회지:초등과학교육
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    • 제31권3호
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    • pp.358-371
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    • 2012
  • The main purpose of this study was to examine elementary teachers' visual attention that appears in science textbook tables. This paper proposed that teachers' cognitive effectiveness can be different by the presence or absence of the title of tables. The eye fixation data of participants are collected by the eye tracker apparatus. Participants in this study were 10 elementary school teachers and the table on the 2007 revised science textbooks were selected as experimental stimuli. Information about eye-fixations are recorded when subjects are given 4 tables by eye tracker. Eye-fixation time as well as the ratio and the number of fixation can be obtained by using the eye tracker but also we can acquire a significant conclusion through these outcomes. As the result of the experiment, it took less time to interpret in the presence of the title than in the absence of it. However, this result is only effective only for the interpretation of simple stimulus; the presence of title does not influence on fixation time in the analysis of complicated stimulation. This study showed that it is better to insult the title in the tables because it helps teachers to recognize contents of the tables effectively.

제7차 교육과정에 따른 초등학교 3, 4학년 과학 교과서의 체제와 내용에 대한 인식 조사 (A Study on the Cognition of Structure and Contents of Elementary 3rd and 4th Grade Science Textbook in the 7th curriculum)

  • 김정애;노석구
    • 한국초등과학교육학회지:초등과학교육
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    • 제22권1호
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    • pp.37-50
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    • 2003
  • The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.

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초등학교 $3{\sim}6$학년 과학 교과서의 질문 방략 분석 (Analysis of Questioning Strategies of Elementary $3rd{\sim}6th$ Science Textbooks)

  • 류재인;한광래;김효남;박국태
    • 한국초등과학교육학회지:초등과학교육
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    • 제25권2호
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    • pp.109-117
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    • 2006
  • The purpose of this study was to examine the questioning styles of $3rd{\sim}6th$ elementary science textbooks in terms of frequency, type, and placement of questions. This paper also sought to analyse and compare the kinds of scientific inquiry processes elicited by the questions in the content domains of textbooks. The instrument used was the Textbook Questioning Strategies Assessment Instrument (TQSAI). The average number of questions per book was 129 and the ratio of questions to sentences was 31.9%. The results were summarized as followings. First, many science textbook questions were used for the purposes of explanation or identifying levels of teaming. Second, process skills were located in each content domain, although it was not affected meaningfully. Third, the number of text question was below 3 in each elementary science class. Therefore, an effective questioning development framework is clearly needed for elementary science instruction.

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