• 한국체육학회지인문사회과학편
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• v.54 no.4
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• pp.257-269
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• 2015

The purpose of this study was to conduct content analysis on expression activity section in the physical education textbooks of 2009 curriculum revision and provide a basis for future middle school physical education. in order to accomplish the purpose of this study, 5 different kinds of physical education textbook. The physical education textbooks were examined through the comparative analysis and previous studies conducted for selections of the analysis bases. The results were as follows. First, textbooks devoted the space from 14.1 to 17.3%. In deployment and configuration of the section, each textbooks were used variety of methods, photographs and illustrations for motivations and advanced learning. Second, the instructional objectives were presented 4-6 each text book including expression activity concepts, understanding expression methods, personal competence reinforcement through creative activity, and watching performances. Learning contents were to focus on the concepts of aesthetic component in the esthetical expression, to highlight creative component in the modern expression, to express characteristic dances through understanding of the culture in the traditional expression. lastly, the middle assessments hight the understanding of each contents but small assessments focus on attitudes of character education.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.2
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• pp.297-303
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• 2020

This study compared the perceptions of novice teachers and expert teachers on software education in the 2015 revised curriculum. Awareness comparisons were assessed by questionnaire for priorities for field support, activities for professional development, organizational hours, achievement criteria statements, and appropriateness for textbooks introduced only in 6th grade. In all questions, there was a difference in recognition between the two groups. In particular, novice teachers were '' appropriate '' in terms of organizational hours, achievement criteria, and textbooks introduced only in 6th grade. Expert teachers, on the other hand, were inadequate. In addition, as a result of analyzing the key keywords of free-response opinions about the introduction of educational robots in the curriculum and textbooks, positive keywords were obtained for both groups. However, novice teachers showed passive and passive keywords such as 'support', 'difficulty', and 'problems', and expert teachers showed differences in their educational utilization after introducing 'utilization' and 'education'.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.149-158
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• 2006

The purpose of this study was to analyze the analogies used in elementary science textbooks. For this, the analogies were classified into the following criteria : analogy-related contents included in elementary science text-books, types of representation style, and the role of analogy. The results of this study were as follows : the total of analogies was 154 in the 6th and 166 in the 7th curriculum. Most of them were expressed in textbooks and experimental texts. More structural/functional, verbal/pictorial, concrete/concrete, concrete/abstract, simple and enriched analogies were included in the science textbooks of the 7th than those of the 6th. Most of them took the role as an aid to understanding. According to the domain of science content, energy, material, life domains were increased in the 7th than the 6th, with the exception of the earth science domain. The ratio of used analogies in the life domain was higher than the others, and in the material domain it was the lowest. From these results, it can be said that, in order to help students' understanding, further research into the application of analogies is needed.

• The Mathematical Education
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• v.56 no.3
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• pp.235-255
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• 2017

This study compared and contrasted the topics related to congruence and symmetry in the elementary mathematics textbooks series of Korea, Japan, Hong Kong, Finland, and Singapore in three aspects: (a) when to teach, (b) what to teach, and (c) how to teach. Firstly, the results of when to teach showed differences across the countries with a variation of teaching the topics among grades from 3 to 6. Secondly, the results of what to teach revealed subtle but significant differences. Regarding congruence, Korea and Japan deal with congruence in a systematic manner, while Finland tends to address the brief definition of congruence, and Hong Kong and Singapore focus on teaching tessellation which implies congruence. Regarding symmetry, Korea and Japan deal only with a symmetric figure for a line and that for a point, while Hong Kong includes a rotational symmetry and Finland extends further to cover the figures positioned in a symmetry both for a line and for a point. Lastly, the results of how to teach demonstrated that Korea tends to focus on the procedure of drawing both triangles to be congruent and symmetric figures. This implies that we need to consider alternative methods such as using various instructional materials and making an explicit connection among mathematical concepts in teaching congruence and symmetry.

• East Asian mathematical journal
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• v.33 no.2
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• pp.235-255
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• 2017

This study focuses on the teaching of fraction related to curriculum, introducing time of fraction, the meaning of fractions in textbook, material of teaching of fraction concept, teaching model of introducing time of fraction concept, special cases of teaching fraction and common points of representation of fraction among Korea, New Zealand and Singapore. For this study, Korea's mathematics textbooks(3-1, 3-2, 4-1, 5-1, 6-1) and New National Curriculum Mathematics(3, 4, 5. 6. 7)of New Zealand and New Syllabus Primary Mathematics(2B, 3B, 4A, 4B, 5A, 6A)of Singapore were selected for comparison and analysis. As a results we will suggest a reference to the development of mathematical curriculum, teaching fraction and improving the quality of the textbook through a method of comparative analysis of Korea, New Zealand and Singapore.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• School Mathematics
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• v.19 no.4
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• pp.663-690
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• 2017

The aim of this study is to look into the meaning and sub-factors of spatial orientation, compare and analyze mathematics curriculums and textbooks of several countries with respect to spatial orientation and offer suggestions to improve teaching spatial orientation in elementary school mathematics in Korea. In order to attain these purposes, this study examined the meaning and sub-factors of spatial orientation through the theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed mathematics curriculums and textbooks used in South Korea, Singapore, Japan, China, Hong Kong, Finland, United States of America, and Germany with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial orientation, and contexts for spatial orientation. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial orientation in elementary schools in Korea as follows: extending content of spatial orientation in mathematics curriculum, emphasizing spatial orientation across the several grades, especially in the upper grades, providing opportunities to learn the sub-factors of location, direction, coordinates, route, and distance variously, and utilizing various familiar and realistic contexts in the world around students.

• KIPS Transactions on Software and Data Engineering
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• v.7 no.4
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• pp.145-152
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• 2018

In electronic textbooks (or e-Textbooks) the traditional paper-based textbooks are enriched with multimedia contents and new features such as interactive multimedia-based simulation, interactive quizzes, and content sharing. It has been envisioned that e-Textbooks will gradually replace the traditional paper-based textbooks in classrooms in the near future. HTML5 is an emerging and promising standard that enables web applications (or apps) to incorporate rich multimedia contents such as video clips, flash movies and simulation-based demonstration, as well as to provide cross-platform functionality which allows the apps to run on a diverse range of platforms. To support rich multimedia contents and cross-platform functionality, with respect to HTML5, this paper presents the new features, compares the current trend of mobile apps (e.g., native, web-based and hybrid apps) for e-Textbook development. In order to investigate the suitability of these three development approaches for e-Textbooks, we present a case study on our recent work in developing e-Textbooks using HTML5 and JavaScript, as well as analyses the challenges associated with HTML5 features (e.g, compatibility with web browsers) for developing e-Textbooks.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.25-43
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• 2009

The fraction concept consists of various meanings and is one of the abstract and difficult in elementary school mathematics. This study intends to find out the implication for introducing the fraction concept by comparing mathematics textbooks of Korea and Singapore. Both countries' students peformed well in recent TIMMSs. Some implications are as follows; The term 'equal' is not defined and the results of various 'equal partitioning' activities can not easily examined in Korea's mathematics textbook. And contexts of introducing fractions as a quotient and a ratio are unnatural in Korea's mathematics textbook in comparison with Singapore's mathematics textbook. So these ideas should be reconsidered in order to seek the direction for improvement of it. And Korea's textbooks need the emphasis on the fraction as a measure and on constructing fraction concept by unit fraction.