• SUVANNABHUMI
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• v.9 no.1
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• pp.149-171
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• 2017

This article examines the image of the nation of the Union of Myanmar (Burma) by comparing the history textbook and the civic textbook prescribed in state schools during the period of independence from 1948 to 1958. After the Second World War, the political conditions gave the way for the formation of the Union of Myanmar composed of ethnic nationals in Myanmar. To shape the national identity, the newly-founded independent nation in 1948, introduced textbooks in history and civics for the purpose of nation building. The paper concludes that the history textbook illustrated the golden ages of the Myanmar kingdom by way of national consolidation and portrayed ethnic nationals as homogenous; on the other hand, the civic textbook defined a citizen as one who is born and raised in Myanmar; it also included migrant Asians such as Chinese and South Asians in the fold. The history textbook aspired for the national consolidation of ethnic nationals for the strength and prosperity of the country while the civic textbook required cooperation from both ethnic nationals and migrant Asians for peace and development of the country and the world.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.9-17
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• 2007

This study compared and analysed computer textbooks of the middle school from South Korea and North Korea for preparing the unification of the Korean Peninsula. According to the result of this study, the contents of South Korea textbook were equally selected from all scopes. By contrast, the contents of North Korea mostly consisted of the basic knowledge of computer, word-processing excluding the newest contents as Internet or Multimedia. But with the BASIC programming and algorithm for enhancement of the creative solving ability, prospective IT brains had been trained in North Korea. Moreover, due to differences of language policy and country that delivered IT technology, significant differences were found between South and North Korea in IT terminology. For preparing IT education after unification of the Korean Peninsula, both efforts of people who work in the fields of IT and school system in South and North Korea should be taken in order to relieve these differences.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.375-399
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• 2005

In this article, I identified many points of commonness and differences at)feared in the fraction units of three conspicuous textbooks -McLellan, MiC and Korea. After that, 1 evaluated these results with reference to more general didactics on which each text-book is based. A background theory of Mc-Lellan's textbook was Dewey's experientialism, and that of MiC was Freudenthal's realistic mathematics education. Through this study, I have reached the fact that these three textbooks could not exhibit the phenomenological wholeness of fraction. Driven by measuring number model which is very abstractive, McLellan's text-book is disregarding the lower level context. MiC textbook, driven by real context, is ignoring higher level model which is close to rational number concept. From an excess of formulation and practice of algorithm, Korea's textbook is overlooking the real context. It is necessary that a textbook which would display the phenomenological wholeness of fraction is developed.

• Journal of Science Education
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• v.32 no.2
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• pp.1-16
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• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.407-430
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• 2016

In this study, we analyzed and discussed the instruction method of multiplication tables in mathematics textbooks from four countries in Asia; South Korea, China, Japan, and Singapore. The conclusions of remarks are states as follows: First. The teaching period and elements should be subdivided more structurally so that the learner could understand the concept and principle of multiplication tables better. Second. The bundle model, the linear model, and the array model of multiplication need to be presented so that the learners could experience various situations related to multiplication. Third, The concrete explanation and the higher frequency of presenting the commutative rules of multiplication is suggested so that the learner could understand the concept of the rules well. Fourth. The context related to multiplication by 1 and 0 should be presented so that the learner could comprehend the character of multiplication by 1 and 0. Fifth. The activities which helping memorizing a multiplication table should be suggested when the memorization is needed.

• Cross-Cultural Studies
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• v.27
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• pp.415-434
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• 2012

The Hanja used in Korean are traditional Chinese characters, but what Chinese people use now is simplified characters. So, there are differences in pronunciation and meaning between the characters used by Korean and Chinese. More than 70% of the Korean language vocabulary derived from or were influenced by hanja. For the inheritance and development of traditional culture,and for the communication among countries of the Chinese characters cultural circle in Northeast Asia, should we build up an authentic Chinese education system. But the government hasn't pay much attention to this work, and the government's policy can't implement the efficient education. Consequently, in these days, there are more and more Korean people who are functionally illiterate in Chinese. Recently, proficiency tests of Chinese characters are expected to promote the development of Chinese education. But, most Koreans' motives for Chinese study are usually to pass the college entrance exam or to compete for jobs. However, after passing the test, the motive for studying gradually fade away. It is the basic problem faced by Korean Chinese character education. Since the 1950s, various character education methods have been studied in China, the research results were appliedin their textbooks and other materials. Therefore, a well-organized and efficient learning-by-step education system was built up. At present, China's literacy education in the textbooks utilizes a range of methods including revisional centralized and distributed. Unfortunately, there is still one shortcoming worthy of concerns: how to solve the problems due to the simplification of traditional Chinese characters? Is it possible to revive traditional Chinese characters? Before adopting the results of research on China's literacy education and applying them to our character education, we should consider our specific situation carefully. Adopting the research results with cautious review and objective criticism should have a positive impact on Korean Chinese character education.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.627-654
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• 2016

Despite the significance of the measurement strand in elementary mathematics education, it is not easy to teach it meaningfully. This study analyzed instructional methods related to capacity and weight in a series of mathematics textbooks of Korea, Japan, Singapore, and the US. The overall analysis was conducted in the following two aspects: (a) what and when to teach main learning content, and (b) how to teach the learning content tailored to the instructional components specific to the topics of measurement (i.e., the necessity of measurement unit, the meanings of measurement terms, appropriate choice of units, appropriate choice of measurement tools, and the necessity of calculation). The results of this study showed overall similarities in using real-life contexts to teach major topics on capacity and weight as well as emphasizing the relations among measurement units. However, noticeable differences were also analyzed in dealing with the meanings of measurement terms, appropriate choice of units, and appropriate choice of measurement tools. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with capacity and weight.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.445-467
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• 2018

In this study, we analyzed the contents of pi and the area of a circle presented in Korean, Japanese, Singapore, and American mathematics textbooks, and drew implications for the teaching of pi and the area of a circle in school mathematics. We developed a textbook analysis framework by theoretical discussions on the concept of the pi based on the various properties of pi and the area of a circle based on the central ideas of measurement and the previous researches on pi and the area of a circle in elementary mathematics. We drew five suggestions for improving the teaching of pi and three suggestions for improving the teaching of the area of a circle in Korean elementary schools.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.51-67
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• 2008

The purpose of this study is to develop and applicate the elementary environmental textbook in order to solve its problem and to improve attitude related to the Asian dust. The results in this research are as follows. First, it was showed that three groups who composed of teachers, parents and students in the elementary school had recognized the serosities and problems caused by the Asian dust form TV, and that such problems was associated with increase of the desertification and the global warming. Especially the student group insist that the cause in Asian dust is due to the natural phenomena or industrialization. Second, as a result in analysis on the Asian dust through both textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning Asian dusts was little or noting. In addition, in the subjects of Science, Society and Health for the 5th and 6th grade students in the elementary school, they were explained partially as one of the air pollutants. Third, the elementary environmental textbook on the Asian dust was developed for the 5th and 6th grade students. The textbook is composed of four contents on the material which is harmful of the human health and life in Asian dust, the special news of Asian dust, and the best answer to solve Asian dust as well as the cause and the source of Asian dust. Forth, as a result in classes using the environmental textbook developed by four themes about the Asian dust, its application is meaningful in the level of p value in the view of knowledge, awareness and attitude of the experiment group. They was more improved in 37%, 14%, and 15%, respectively, than the comparative group. In conclusion, the environmental textbook related to Asian dust will play an important role in useful tool to understand the right knowledge, awareness, and attitude which makes an effort on its effective management in the elementary school.

• Journal of the Korean Geographical Society
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• v.50 no.5
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• pp.557-569
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• 2015

This study aims to illustrate the national images of United Kingdom, France, and Germany based on the descriptions in the Korean middle school Social Studies textbooks in comparative perspective. In order to identify and compare the national images of the three countries, the author uses a framework for analysis consisting cognitive, normative, and relational factors. The main findings are as follows. First, the most frequently shown topics and issues are democratic institutions in the case of United Kingdom, respect for human rights in the case of France, and sustainable environment in the case of Germany. Second, for all the three countries, the most frequent factor among the three is cognitive one, followed by normative and then relational factors. Third, United Kingdom is described as a country of social unrest and conflict as well as a democratic country with long history and tradition. Fourth, France is described as a country of respect/abuse of human rights, potential for high tech industry, and largest agricultural state in Europe. Fifth, Germany is described more as a country of a leading country for global environmental protection than as a country with electronic and information technology.