• Journal of Korean Home Economics Education Association
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• v.29 no.2
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• pp.23-39
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• 2017

The Purpose of this study is to present the basic data for selecting and improving the safety education contents which help practically middle school students through analysis of contents of safety education in 'field of home life' of 2009 revised middle school textbooks. The subjects of analysis are 12 types of middle school textbooks: in total 24 books written by 12 publishers in terms of the revised curriculum in 2009. The analysis criteria is developed by the researcher referring to preceding studies regarding safety education based on the seventh safety education standard presented by the Ministry of Education (2015). With such analysis criteria, all words related to the contents of the safety education of analysis criteria were extracted from each textbook, such as words directly mentioned as 'safety', words mean as 'psychological safety' and 'happy life', words related to 'attention', 'note', 'stability' etc. Under the analytic frame of safety education contents according to a home economics textbook, content analysis method was used for producing the frequency and percent of those words. The textbook analysis shows that the number of pages regarding safety education is 336.3 pages, as 9.8% in total 3,412 pages of 12 types of technology and home economics textbooks. As following the analysis of each textbook volume of the proportion in the contents related to safety education, 224.9 pages are on the first volume and 111.9 pages are on the second volume. As grades increase from year one to year three, the proportion of safety education in home economics textbooks is decreased. The highest number of safety education contents unit is 'Self-management of youth' which includes three parts of safety education. In the case of a unit for emphasizing practice, experience and practical exercise such as 'Life of youth' and 'Practice of eco-living', safety education content in the area of 'life safety' are mostly contained. Safety accidents related to the most student experienced, Household accidents (1.4%) and experiment or practice accidents (0.3%) are presented in a low figure. The contents of universal housing and school violence are duplicated on first and second volume of text. The most presented safety education content in the 12 types of textbooks are proper sexual attitude, dietary problems, family conflict and food choice. The least common contents are dangerous drugs, family welfare, internet addiction and industrial accident compensation insurance. As this study is to analyze 12 textbooks developed in 2009 revision curriculum, it is necessary to compare it with the textbook written by the revised curriculum in 2015 and to clarify the contents system of safety education and to avoid duplication of contents. In addition, it is necessary to develop and distribute a safety education program that can support textbooks.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.563-571
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• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• East Asian mathematical journal
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• v.31 no.4
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.237-244
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• 2019

According to the 2015 revised curriculum, the software education was provided to elementary school education in Korea. In Korea, information education became a necessary education. However, in Korea elementary school, information education is still not operated as an independent subject. This study examines the information education curriculum and information education textbook contents at the national level of Korea and China. The implications of this study can help establish the direction of information education in Korea.

• The Mathematical Education
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• v.59 no.3
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• pp.255-269
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• 2020

In this study, how to instruct the computational estimation of addition and subtraction was considered from the perspective of a 'intended-written-implemented' multi-dimensional curriculum. To this end, the 2015 revised elementary school mathematics curriculum as a intended curriculum and the 2015 revised first~sixth grade textbook as a written curriculum were analyzed with respect to how to instruct the computational estimation of addition and subtraction. As an implemented curriculum, a research study was conducted in relation to the method of instructing teachers about the computational estimation of addition and subtraction. As a result, first, it is necessary to discuss how to develop the ability to estimate and set it as a teaching goal and achievement standard in a separate curriculum to instruct it with learning content. Second, it is necessary to provide an opportunity to learn about various estimation methods by presenting specific activities so that students can learn the estimation itself in a separate operation method. Third, in order to improve the computational estimating ability of addition and subtraction, contents related to the computational estimation need to be included in the achievement criteria, and discussions on the expansion of the areas, and the diversification of the instructing time will be needed.

• Journal of Science Education
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• v.41 no.2
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• pp.167-178
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• 2017

It has been suggested that character education, taught only in ethics and social science, should be integrated into other subjects including science education. In terms of inquiry and the nature of science, science education is related to character education, which is emphasized by SSI (Socioscientific Issue) education. Followed by necessity of character education, the Character Education Promotion Act was established in 2015. To investigate what and how character education is conducting in schools, analysis of curriculums and textbooks is needed in terms of elements underlined in the Character Education Promotion Act. For this purpose, this research analyzed general remarks and science sections in the 2009 revised and the 2015 revised curriculums and science textbooks based on the 2009 revised curriculum with regard to essential virtues in the Character Education Promotion Act. Results showed that parts of essential virtues were included in both curriculums, of which elements were inconsistent with those of science textbooks. Curriculums and textbooks reflecting whole elements faithfully need to be developed.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.63-79
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• 2020

This study aimed at analyzing the food safety units of technology and home economics textbooks, as 'safety' emerged as a key concept in the 2015 revised curriculum. From each textbook, the main text, auxiliary elements(including tables, figures, etc.), and related activities were analyzed. According to the results, first, the main texts emphasized the importance of food selection(3.08 pages), food safety hazards(2.93 pages), safe storage and management of food(2.63 pages), and meal preparation with safety and hygiene(0.98 pages). Secondly, when the auxiliary elements were examined, the food safety content was most often presented in the form of tables/illustrations/pictures, followed by supplementary learning materials, activities, captions, end-of-chapter summaries, the chapter introduction and review quiz, and unit introduction. Thirdly, most activities were individual activities rather than small group or collective activities and were focused on investigation, evaluation, craft, application, implementation, inference and judgment, utilization, and proposition. In conclusion, it is recommended for textbooks to evenly distribute the content in the main texts and auxiliary elements, and include more group activities when developing textbooks in the future.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.481-506
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• 2019

Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.537-554
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• 2018

The era of the Fourth Industrial Revolution calls for creativity - convergence talent. In addition to having mathematical knowledge, they can create new technologies by linking them to other fields. This social trend is also reflected in the 2015 revised curriculum, and plans to further expand the STEAM education emphasized since 2011. Many teachers who had previous experience with STEAM training were satisfied with the STEAM teaching effectiveness. However, the reality is that the lack of expertise in other subjects is causing a burden on the ongoing implementation of convergence education. One way to alleviate these teachers' burden is to find the STEAM elements and then apply. Since the convergence education is required continuously, it is necessary to analyze the textbook according to the 2015 curriculum. In this study, we examined how the elements of the STEAM were apply in 7th grade textbooks. Based on the classification framework proposed by Yakman (2008), a new classification framework was devised and applied to the analysis.