• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.376-390
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• 2003

The contents of chemical reaction in the science textbooks, used by starting from elementary school to college level, were investigated how much closely connected with them. For this purpose, nineteen subjects of chemistry contents were selected and the articulation analysis, classified into 5 criteria, was carried out. The results indicated that the articulation from elementary school to middle school looked quite acceptable, but there was a big gap from middle school to high school and the articulation from high school to college exhibited a big overlap and gap. Finally, the flow map of chemical reaction was suggested.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.639-644
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• 2007

This study intended to examine the differences through comparative analysis of the illustrations in the 3rd - 6th grade elementary science textbooks. The analysis of the types and illustrations in the Korean and American textbooks revealed that the textbooks of both countries provide many photographs and illustrations, so as to deliver data mainly in the form of realistic illustration. In Korean textbooks, pictures and cartoons were mainly used with photographs to guide the students into experiments and to enhance their interests and curiosity. In contrast, the American textbooks place more emphasis on diagrams and photographs to train the students in analyzing and interpreting data. The Korean textbooks should place more emphasis on the diagrams in order to encourage elementary school students to analyze and interpret the given data. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considered in future Korean textbooks.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.337-344
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• 2005

The purpose of this study is to analyze field trip activities in the elementary school science textbook developed under the 7th national curriculum. The results indicated there was an average of 4.25 field trip activities each semester presented in the textbook from the 3rd to 6th grade, mostly related to earth science and biology. The places for field trips were limited to in-school environment and natural sites in communities, and mostly purported to gain understanding of rudimentary concepts. Field trip activities were intended to facilitate science knowledge and understanding in order to integrate with the textbook content rather than offering students simple one-time activities. Most activities in the textbook guided students step by step. The starting or follow-up activities in the fields trips and reminder for cautions were not clearly presented. In order for the field trips to integrate with the content of the curriculum in the text book, they have to be presented in the textbook systematically. It is also imperative to find out various fold trip places related to the content in the curriculum, develop efficient activities dealing with science at the appropriate level for students and increasing interests in science and its teaming.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.93-108
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• 2023

This study aims to analyze the types and roles of visualization materials presented in the third- and fourth-grade national and authorized science textbooks based on the 2015 revised curriculum. Using the type and role framework, 17 chapters were analyzed. The analysis revealed, first, that the national and authorized textbooks had different total amounts of visualization data and total amounts of simple illustrations. However, no difference in the amounts of simple illustrations and infographics used in the units was evident. The units that used the most infographics were Life, Earth and Universe, in that order, in both the national and the authorized textbooks. Second, simple illustrations were observed to have role differences according to the type of visualization data, but infographics had no such differences. Specifically, the motivational role in a simple illustration increased in all the authorized textbooks. Third, looking at the frequencies of the infographic subtypes, the Process, Structure, Comparative Analysis, and Timeline types accounted for 86% of the total, but the proportions of those subtypes varied in the national and authorized textbooks. Based on the results of this study, I suggest that to achieve differentiation in the types or roles of visualization materials, changes in the types, processes, and skills of inquiry must first occur, as must changes in the structure of chapters or lessons. Continuous research and discussion on the standards and methods for authorized textbooks are also needed.

• 대한공업교육학회지
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• v.44 no.2
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• pp.123-141
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• 2019

The purpose of this study is to provide basic data that can be used for the development of technology textbooks of Nigeria-Korea Model School by analyzing external and internal aspects of Illustration in Nigerian primary school technology textbooks, and 10 textbooks used in Nigeria were analyzed. Based on the results of the study, the conclusions are as follows. First, the form of the visual data should be diversified into a picture, a cartoon, a diagram, and a diagram from the photograph center, and provide various information closely related to the contents of the technology. Second, it is necessary to increase the size of illustration so as to induce learners to be motivated, and to enhance the effect of editing. Third, currently, partial enlargement data is rarely used, but visual material should be partially enlarged in order to express a detail part of product. Fourth, diversity of editing should be done by using circular or background omission rather than using only rectangle uniformly in visual material. Fifth, in terms of gender equality, it is necessary to deviate from male-centric visual materials and edit them with consideration for women. Sixth, in order to provide learner-centered textbooks, the role of visual materials should be extended to 'inducement of motivation', 'activity guidance', and 'activity result' in addition to 'providing data'. Finally, in terms of the function of visuals, the quality of textbooks should be upgraded by utilizing auxiliary and decorative functions in addition to essential functions.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.85-91
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• 2004

The illustrations in elementary science textbooks and experimental workbooks based on the 7th national curriculum were analyzed for gender-role stereotyping, and compared with those of the 6th curriculum. The frequencies of men and women who appeared on text illustrations were counted and the types of roles assigned to males and females were investigated. The results were as follows. 1) The 7th national curriculum textbooks contained double the numer of illustrations in the textbooks based on the 6th curriculum. 2) Boys and girls were illustrated in 'learning activities' with equal frequency, but boys were more frequently represented than girls in illustrations of 'other' activities. 3) Both boys and girls were generally depicted in 'active' processes and the ratio of 'passive girl' illustrations decreased as compared with the 6th national curriculum. 4) Male adults were more frequently represented than female adults in both textbooks and experimental workbooks. 5) 40% of female adults were illustrated doing housework, while male adults were rarely illustrated in such a role.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.277-289
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• 2014

The purpose of this study was to analyze the questions of earth science knowledge presented in elementary science textbooks. In group activities, The questions were created by preservice elementary teachers assuming that they were teaching the earth science knowledge in science education classes at university of education. Types, frequencies, and sources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings. First, types, concentrations, and sources of the cognitive background knowledge of the questions were different depending on the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questions showed different trends compared with other domains in its individual lessons. It suggests that instructional strategies that reflected the difference found in each lessons be appropriately designed and used. Second, it was found that 'schools' was the most dominant sources of the cognitive background. 'Friends' were also found to be very important sources, thus promoting students' interaction with their peers would become an important strategy in science teaching. It was also found that mass media such as 'internet' and 'TV' were roughly rated the same as 'schools' which illustrated that mass media could be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse in the lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educational approach in teaching the subjects in teacher education.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.116-124
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• 2018

The purpose of this study is to provide basic data that can be appropriately used for teaching and learning activities by comparing questions presented in the 2009 curriculum elementary science textbooks and questions presented in the elementary science textbooks of the 2015 revised curriculum, I would like to suggest some implications that may help. Therefore, questioning types of elementary science textbooks in 2009 curriculum and 2015 revised curriculum were compared and analyzed. First, in the present curriculum, it is necessary to increase the percentage of applied question as it aims to cultivate creative and convergent talent. Second, the increase in the percentage of open-ended questions that provide an opportunity for learners to think freely is a desirable change. Finally, it is necessary to increase importance of the question that can be applied to content learned and can be thought of as diffusive and evaluative.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.221-238
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• 2005

This study analyzed the contents of the milk-related nutrition education currently found in elementary and secondary school textbooks. An attempt was made to develop the basic data needed to in the future provide students with pertinent in formation regarding the nutritional attributes of milk, as well as the desired consumption behavior, within the school education system. To attain the objectives of this study, the researcher analyzed the contents of the milk-related nutrition education described in elementary and secondary school textbooks(1st-10th grades). Based on the results of this analysis, measures were developed to organize the contents of the milk-related nutrition education that should be taught within the school education system. At the elementary school level, milk-related nutrition education was included in the textbooks for the integrated curriculum for the lower grades, as well as in the science, practical arts, and physical education textbooks for every grade, except the End and the 6th. The practical arts textbook, which contained basic knowledge related to the nutritional attributes of milk and the proper method in which to intake milk, was found to be the one which dealt with milk-related nutrition education in the most detail. At the secondary school level. milk-related nutrition education was included in the 7th-10th grade textbooks for the science, technology and home economics, and physical education courses. In this instance. the technology and home economics textbooks were the ones which were found to contain the most milk-related nutrition education covering such aspects as the nutritional attributes of milk, the special characteristics of milk as a food. how to select and store milk. as well as how to use milk as part of a balanced diet in everyday life. However, as was the case at the elementary school levet the repetitious nature of the milk-related contents found in the textbooks for various school subjects and at different school levels, as well as the inefficient hierarchical structure in which the knowledge is presented, were identified as key problems. There is a need to establish the appropriate milk-related nutrition education for each school level. The need to develop education programs, which could be linked to the school subjects and special milk programs, was also emphasized.