• Education of Primary School Mathematics
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• v.18 no.3
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• pp.235-247
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• 2015

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 3rd and 4th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. According to the results, the difference between 3rd and 4th grade in the number of STEAM elements is almost not visible. Distribution of specific content areas could be seen that the distribution STEAM element is similar to the percentage distribution of the content area. However, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 448(67.6%) and this elements are seen the most. The number of representative art and cultural art is 344(51.9%) and 104(15.7%), respectively. The number of technology-engineering and science is 160(24.1%) and 55(8.3%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.633-644
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• 2003

The purpose of this study was to analyze the inquiry elements and inquiry activity of the inquiry area in chemistry I textbooks authorized by 7th curriculum. It was to confirm suitable reflection of the 7th science curriculum and to find educational suggestions of inquiry learning. It was found that the basic inquiry elements except measuring and classifying were well reflected on the textbooks. However, only several integrated inquiry elements and the inquiry activities were well reflected on the same textbooks. For the integrated inquiry elements, interpreting data was shown as the tower above the rest inquiry elements. In the analysis of inquiry activity, the numbers of experiment is placed almost half of all inquiry activities. The sum of two numbers of investigation and discussion is similar ratio to experiment but field trip and project are rarely or low ratio. As the integrated inquiry elements and inquiry activities were not balanced for various inquiry learning. It is suggested that learners be educated with complementary of these aspects in inquiry learning.

• Journal of the Korean earth science society
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• v.30 no.4
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• pp.513-526
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• 2009

It has long been that the unit of oceanic salinity changed from permil (%o) to other unit. However, the middle-and high- school textbooks of science and earth science have still used %o as salinity unit that was defined a long time ago. The objectives of this study are to briefly discuss about the historical development of change in salinity unit and measurement techniques, to present differences between the salinity units of psu (practical salinity unit) and %o, and to address the need and validity for the correction of salinity unit in the textbooks. Twenty-seven kinds of textbooks based on the 7th National Curriculum were analyzed to investigate the expression of salinity unit and the definition of salinity. The results were compared with the usage of salinity units in the articles published in Journal of Korean Society of Oceanography from 1967 to 2008. The percentages by the use of %o were 96.3% in the text and 83.8% in the graphs or tables of the textbooks. By contrast, the scientific papers began to use psu from 1994 and then %o has seldom been used since 2004.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• 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 the Korean Chemical Society
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• v.51 no.5
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• pp.423-432
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• 2007

In this study we investigated the types of inscriptions representing the concept of atom and molecule in the 9th grade science textbooks developed under the 7th National Curriculum, and analyzed the processes of interpreting those inscriptions on the view of semiotics. The concept of atom and molecule was represented in various ways such as circular diagram, matters of everyday life, ball-and-stick, and STM graphic, etc. We identified two kinds of inscriptions on the basis of the possibilities of handling models: the inscriptions that represent concept of atom and molecule by image; the inscriptions that represent concept of atom and molecule by using specific matters. We analyzed the processes of interpreting inscriptions systematically with a semiotic model that includes ‘structuring processes' and ‘translating processes'. The interpretation of inscriptions representing concept of atom and molecule was a complex process requiring many steps of interpreting works. Educational implications of these findings are discussed.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.379-385
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• 2006

In this paper, the probability and statistics education of the 7th high school curriculum is studied. We analyze each unit of probability and statistics in high school textbooks $\ulcorner$Mathematics 10-GA$\lrcorner$, $\ulcorner$Mathematics I$\lrcorner$, and $\ulcorner$Practical Mathematics$\lrcorner$, and then research the percentage for the unit of probability and statistics for all textbooks. We also investigate the proportion for the number of students who select each subject of mathematics of the national academic aptitude tests for university admission in 2005 and 2006.

• Journal of the Korean Chemical Society
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• v.49 no.2
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• pp.215-223
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• 2005

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.395-403
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• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.775-789
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• 2006

The purpose of this study was to analyze the relevance of the school science contents that have been implemented for the 7-10th grade students in Korea since 2001. To fulfill the purpose of the study, we 1) analyzed the 7th national science curriculum of Korea, California science standards, the national science curriculum of England, Japanese national science curriculum, and current Korean and Japanese science textbooks, 2) conducted a nationwide survey in order to gather opinions from students, teachers, and science specialists. The main findings of this research were as follows: First, the number of topics presented at each grade level should be reduced and similar topics and themes should be integrated for students' deeper understanding. Second, science contents were excessive compared to the allotted teaching time and to foreign countries. Thus, the excessive overlapping and repetition of science contents should be avoided among the primary, middle and high school level, and the number of science concepts and activities should be reduced to an appropriate level considering time allotment for science classes, teachers' workload, laboratory conditions, etc. Third, to cope with the decreasing students' understanding and interests in science as school level and school year goes up, the science curriculum and textbooks should be developed to allow for student to learn science concepts by solving problems confronted in their daily lives. Fourth, a differentiated curriculum such as in-depth and supplementary course should be described not in science contents, but in teaching and learning strategy.