• 한국초등과학교육학회지:초등과학교육
• /
• 제36권4호
• /
• pp.356-366
• /
• 2017

The purpose of this study is to analyze whether the required cognitive levels of the current 6th graders' science textbooks conform to the children's cognitive levels and to examine the students' sensed psychological difficulty of the current science textbooks. The eighty five students (boy: 39, girl: 46) from one elementary school were participated in this study. The results of the study are as follows. First, the 2/3 out of the contents in the six graders' science textbooks require concrete level of operation and the 1/3 out of the contents in the textbooks requires the formal level of operation. So the 70% students at the concrete operational level are likely to undergo difficulties with the 1/3 contents in the textbooks. Second, the students' psychological difficulty on the science textbooks is relatively low (approximately two out of five points) and there is not any special pattern between the cognitive level of the textbooks and the students' psychological difficulty of the textbooks.

• East Asian mathematical journal
• /
• 제38권4호
• /
• pp.439-461
• /
• 2022

Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

• 한국초등과학교육학회지:초등과학교육
• /
• 제21권1호
• /
• pp.61-70
• /
• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제9권1호
• /
• pp.1-9
• /
• 2005

This study is to compare contents of mathematics textbooks of Korea and Russia laying stress on the area of polygon. We analyzed and compared descriptions of the concept 'area of polygon' and varification on formula of area of polygon in Korean and Russian mathematics textbooks.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제38권2호
• /
• pp.105-128
• /
• 1999

The aim of this study is to determine a way to make mathematics textbooks after Korea is reunited. For this, the analysis of curriculum in SouthㆍNorth Korea must be made before unification. Therefore this study compares and analyzes the contents, organization and mathematics terms used in the latest middle school textbooks(1995-1996). And it also compared and contrasted the two textbooks while determining the best points of each. In this way, this study will be a very useful guide for making new educational curriculum and new mathematics textbooks after South and North Korea be unified.

• East Asian mathematical journal
• /
• 제29권4호
• /
• pp.355-392
• /
• 2013

Generally school algebra is to start with introducing variables and algebraic expressions, which have major cognitive obstacles to students in the transfer from arithmetic to algebra. But the recent studies in the teaching school algebra argue the algebraic thinking from an early algebraic point of view. We compare the Korean elementary mathematics textbooks with Americans from this perspective. First, we discuss the history of school algebra in the school curriculum. And Second, we investigate the recent studies in relation to early algebra. We clarify the goals of this study(the importance of early algebra in the elementary school) through these discussions. Next we examine closely the number sense in the arithmetic and the symbol sense in the algebra. And we conclude that the operation sense can connect these senses within early algebra using the algebraic thinking. Finally, we compare the elementary mathematics books between Korean and American according to the components of the operation sense. In this comparative study, we identify a possibility of teaching algebraic thinking in the elementary mathematics and early algebra can be introduced to the elementary mathematics textbooks from aspects of the operation sense.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제56권1호
• /
• pp.1-17
• /
• 2017

The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories 'task difficulty', 'self evaluation', and 'material design'.

• 한국의류학회지
• /
• 제26권8호
• /
• pp.1274-1285
• /
• 2002

The purposes of this study are to help the authorized textbooks on home economics be selected and used effectively, to provide basic data that are needed to improve the quality of home economics textbooks, and to suggest a next curriculum on home economics. In the study, eight high school home economics textbooks for "6th Curriculum developed by Ministrv of Education and Human Resources Development"were used for the analysis. The results are summarized as follows: there were wide differences in degrees of diversity and accomplishment in the contents of textbooks. In comparison, it was unfolded that three areas, "family", "home resource management" and "consumer" ,occupied much larger portions than other areas. About 81 percent of the authors of home economics textbooks were professors. A contents analysis on the clothing area showed that every textbook includes costume culture, clothing materials, clothing maintenance, and clothing construction. The presentation coverages and relative difficulties of textbooks were, however, diverse. It is somewhat noticeable that, while fewer professors majoring in clothing construction participated in writing, generally more pages were allocated to clothing construction than other areas. While presentations on anthropometrics method, construction theory, draft theory, usage of sewing machine and fitting theory were insufficient most textbooks were dealing with drafting of basic slopers and sewing procedure, etc. Making-up techniques on the apparels items such as Korean traditional men's pants, pajamas, shirt vest skirt, pants, apron and Korean pouch were handled closely in each textbook.

• 한국의상디자인학회지
• /
• 제11권2호
• /
• pp.75-84
• /
• 2009

The following research analyzed the sewing teaching of the tailored jacket shown in fashion textbooks, which are currently used in universities and educational organizations in the fashion industry. To analyze the sewing teaching of tailored jackets, we analyzed 35 textbooks in the market. Among them we used 14 textbooks which dealt with the patter formation method of tailored jackets, and cutting and sewing methods. First, the stitching direction and the location of attachment varied. The type of sticking tape and its position also differed, emphasizing the need to make an institutionalized education material which is based on the characteristic of the fabric and its silhouette. Second, controlling the ease length of the right side sewing princess line, or information about the shoulder line and sleeve line of the notch as not specifically shown in the textbooks. Furthermore, not many textbooks showed how to pull the lower part of the texture out of sight, nor did they explain why this needed to be done. Third, the lining is usually slightly larger than the outer texture of the clothing, as the lining is usually tugged in the sewing process, and this method makes the clothes more comfortable. The method of sewing the princessline $0.2{\sim}0.3cm$ outside the outer pattern was the most recommended. The center-back side was usually 2cm in activity measurements, but it turned out that a textbook which required ease treatment on the shoulder line did not do so on the lining material. The textbooks used in this research dealt only with how to manufacture a tailored jacket without full explanation about textures which could influence the manufacturing. The production method and process differed between different textbooks, showing the need to make a institutionalized education material. In a quickly-changing era where there is rapid change in the dressmaking procedure, we need to help students understand the process more easily through a formalized education process.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제33권4호
• /
• pp.425-444
• /
• 2019

본 연구는 우리나라 2015 개정 수학과 교육과정에서 강조하고 있는 '통계적 문제해결과정'의 학습 기회를 교과서에서 어떻게 제공하고 구현하고 있는지 살펴보고 이의 개선 방안을 마련하고자 하나의 사례로서 미국 교과서와 비교 분석하였다. 우리나라 중학교 1학년 통계 단원의 학습 개념을 기준으로 미국 교과서에서 상응하는 단원을 선정하여 우리나라 중학교 1학년 교과서 4종과 미국 중학교 교과서 2종을 대상으로 비교 분석하였다. 그 결과, 단일과제에 통계적 문제해결과정의 전 단계를 포함하는 경우는 미국 교과서에서만 나타났을 뿐 한국 교과서에서는 찾아볼 수 없었으며 한국 교과서의 경우 총 4단계 중 오직 한 단계만을 제시하는 경우가 전체 문제의 93.3%로 나타났다. 또한 한국 교과서는 통계적 문제해결과정을 포함한 과제들이 대체로 비슷한 형태의 유형(FPR, PR 유형)으로 구성된 반면 미국 교과서는 이 외에도 다양한 과제 유형들(FRI, PRI, FR, RI)로 제시되고 있었다. 통계적 문제해결과정의 단계별 특징을 분석한 결과에서도 한국 교과서들은 각 단계에서 '문제 설정하기', '자료 수집하기', '자료 변환하기', '자료의 일부를 분석하기'와 같은 특정 하위 요소들이 집중적으로 다뤄지고 있었다. 이러한 연구 결과를 바탕으로 향후 통계교육에서의 통계적 문제해결과정 교육과 교과서 개선을 위한 시사점을 제시하였다.