• Journal of the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Journal of the Korean Data and Information Science Society
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• v.16 no.3
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• pp.603-608
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studios middle school textbooks. Data were collected through national curriculum documents and social studies middle textbooks for 7-9 grades. We set up three questions for this studies; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) Photographs, illustrations, information maps, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, circle graphs, and stripe graphs nip often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not so good, especially in the curriculum steps of information mads scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics are needed for social studies teachers.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.77-89
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• 2004

This study aims to consider interrelations and reasonability to inquiry elements of environment units in 10th Science textbooks of 7th curriculum on the basis of their inquiry contexts, processes and activities. Frequency of inquiry contexts is 59.9% of the highest value in natural environment context but is 4.0% of the lowest one in techno-industrial context. Measurements, inferences, predictions, experiments, data-interpretations, correlations, conclusionreveals in inquiries are in all the textbooks, but observations and classifications, hypothesis generations, controlling variables, experimental designs and generalizations are not in some textbooks. Discussions, experiments, investigations in inquiry activities are included in all the textbooks. However, inspections are not appeared in the all the books. Based on the above results, social and techno-industrial inquiry contexts in the varied scopes are necessary in the environment curricula with a unified direction. Inquiry processes with pro-environmental behaviors as a last goal might be given into the curricula, having tasks that could be understand unified inquiries. In addition, inspections with effectiveness might be thrown into the scene of education.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.261-278
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• 2011

Definitions in elementary school mathematics textbooks are given to represent mathematical contents in terms of mathematical symbols and terms. In this study, we investigate the definitions in elementary school mathematics textbooks of the 7th and the revised 2007 curricula to comparatively analyze their contents and the way they are stated and suggest implications on teaching and learning mathematics.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.29-36
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• 2003

The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.51-64
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• 2003

The purpose of this study was to examine to what extent the teacher's guides for science based on the 7th national curricula were utilized and what problems there were, in an effort to propose in which way they should be prepared and arranged to be of substantial use to teachers. For that purpose, the contents of the 7th teacher's guides for science were analyzed. Surveys and interviews were carried out to find out how many teachers used each of the areas included in them and what their needs were. The collected data were analyzed with SPSS WIN 9.0. The findings of this study were as follows: Many teachers utilize the teacher's guides in science more frequently than in other subjects, and they found them much more helpful to preparing for instructions. But many of them didn't utilize the standards of evaluation on science that were suggested in the teacher’s guides, and this is why the guides seem just to give theoretical explanation about how to assess, which was neither practical nor substantial. It's required to provide more concrete and detailed examples for each of the units. They felt a higher need for alternative experiments and substitute materials, especially in biology unit because of the different conditions of each school or each local community. In short, teacher's guides should include more diverse and ample materials in response to the teacher's needs, moreover teachers should reconstruct the teaching materials and then teach more creatively.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.479-490
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• 2014

In this study, we investigated the characteristics of the reading materials in the elementary school science textbooks in order to obtain implications for the effective use of them. The reading materials in the elementary school science textbooks developed under the 7th and the 2007 revised National Science Curricula were analyzed. The criteria for classifying the reading materials were the type of theme, purpose, students' activity, the type of presentation, the type of images, the role of images, and readability. The results indicated that the reading materials in the 2007 revised science textbooks are more systematic than those in the 7th science textbooks in terms of their length and their distribution among energy, matter, life, and earth areas. It was also found that various types of reading materials are presented in the 2007 revised science textbooks covering new themes such as frontier science, job opportunity and career, and environment. In addition, the reading materials in the 2007 revised science textbooks introduce more visual images and the readability of them are also better than their counterpart. However, several limitations were still found to exist in the reading materials of the 2007 revised textbooks; most of them are non-inquiry and explanatory; most of the visual images are illustration and/or pictures. Educational implications are discussed.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.3
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• pp.65-73
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• 2002

The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

• Journal of Science Education
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• v.36 no.2
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• pp.186-197
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• 2012

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed the contents of standards in the 7th and 2007 and 2009 revised high school biology curricula and compared the contents, amount and the presentation styles of bioinformatics with those of biotechnology in biology textbooks. In result, first of all, there are some vague expressions about biotechnology and bioinformatics in the 7th and 2007 revised curriculum. There is a clear expression about biotechnology in 'life science I' and 'advanced biology' of 2009 revised curriculum. Second, more biotechnology is introduced than bioinformatics in 'science', 'biology I', 'biology II', 'life science I' textbooks. Third, in 'biology for high class' textbook, amount of biotechnology contents in the 2007 revised curriculum didn't increase. An more effort to introduce bioinformatics to science high school student is needed according to revising curricula.

• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.