• 대한지구과학교육학회지
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• 제3권1호
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• pp.9-17
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• 2010

This study was carried out to examine the tendency about the relative importance of STS education of the 6th and 7th primary science curriculum. The results of the research are as follows. Primary science textbooks in the 6th curriculum, average 13.3% of the total pages was assigned to STS contents but it is increased to 24.2% in the science textbooks of the 7th curriculum. STS constituents of the 6th primary science textbooks come out orderly applications of scientific knowledge(47.1%), relevance of a community(40%), social problems and issues(11.8%). Of the 7th science textbooks, the contents about applications of scientific knowledge amount to 67.1% of the total STS constituent and relevance of a community(32.2%) rank behind it. The contents of other components are not enough. The 6th science textbooks contents about the effect of technological development amount to 35.3% of the total STS subject area, and environmental quality(20.0%), natural resource(15.2%), energy(11.8%), sociology of science(11.8%) ranks behind it. In the 7th science textbooks ranking is the effect of technological development(42.3%), natural resource(17.3%), energy(12.5%), sociology of science(12.5%), environmental quality(20.0%). There are few contents about population, human engineering and space research and national defense in the science textbooks.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• 한국과학교육학회지
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• 제24권3호
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• pp.481-498
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• 2004

The purpose of this study was to compare and analyse the subject organization and teaching units of middle school science curriculums and science textbooks, by studying the organization of subject matter and content scope and level of middle school science subject in South and North Korea. As a result of this study, the composition, scope, and level of content between middle school science textbooks in South and North Korea were similar. However, the study found that science education objectives, separated science curriculum subject organization, economical efficiency weighted format and organization of science subject matter, result-centered experiments, the enlightenment of Kim Ilsung and his son in North Korea science education were very far from the desirable direction of science education. Therefore, the view on level-based curriculum and organization of the science curriculum should be integrated, and preparation of student-centered organization of textbooks and expansion of science-technology-society content is needed before unification. And also, the united Korea science curriculum shouldn't simply compromise or neutralize between middle school science curriculum in South and North Korea. They should make a future-oriented plan for information and globalism society.

• 대한수학교육학회지:학교수학
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• 제5권1호
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• pp.43-58
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• 2003

본 연구에서는 남북한 초등학교 수학교과서의 외형과 단원체제, 각 영역별 내용 요소의 비중과 도입시기, 문장제의 소재 등 다소 양적인 비교에 초점을 둔 선행연구에 기초하여, 남북한 초등학교 수학교과서를 내용 구성과 전개 과정에서의 구체적인 특징에 주목한 질적인 관점에서 비교.분석하였다. 먼저 내용 구성에 관한 비교 결과는 다음과 같다. 첫째, 초등학교 학생들의 정의적.인지적 특성을 고려하여 학습 내용을 분산.교차하여 배치하는 남한과 달리 북한에서는 관련된 요소를 집중 배치하는 방식으로 구성되어 있다. 둘째 생활 소재를 통하여 문제상황을 제시하고 점진적이고 구체적인 활동으로 학습 내용을 제시하는 남한과 달리, 인민학교 교과서에서는 여러 형태의 문제를 통하여 학습을 유도하고 있다. 또한 내용 전개의 주요 전략으로 남한은 '안내'를. 북한은'설명'을 따르는 것으로 파악된다. 단계화된 탐구형 질문으로 안내하면서 학습을 유도하는 남한과 달리 북한에서는 의미 있는 설명을 통하여 학습 내용을 다루는 것으로 확인되었다.

• 대한수학교육학회지:수학교육학연구
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• 제21권3호
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• pp.261-278
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• 2011

초등학교 수학 교과서에는 학습한 내용을 수학 기호와 용어로 나타내기 위하여 '약속'이 제시되어 있다. 본 논문은 제7차와 2007년 개정 교육과정의 초등학교 수학 교과서에 제시된 '약속'의 내용과 서술 방식을 비교 분석하여 교수 학습에 나타날 수 있는 문제점을 논의하고, 이에 대한 시사점을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권5호
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• pp.509-524
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• 2007

The purpose of the study is to compare elementary school science textbooks ($3^{rd}$ grade) in Korea and the U.S., centering on the ways to present scientific concepts and inquiry process in the units of 'matter.' The analysis is focused on: a) general structure of the units; b) how to present scientific concepts in terms of its connections and complexity; c) how to present inquiry process in terms of its types and skills. The findings of the study are as follows. First, the contents of 'matter' units are scientific discipline-based in both countries. The general structure of the units in Korean textbooks is unrestricted compared to those in the U.S. Second, the connections among the concepts are poor and the level of complexity is low in Korean textbooks, which are contrary to those in the U.S. textbooks. Third, it is a common feature that the inquiry process is based on learners' everyday experiences with simple experiments in two countries' textbooks. However, the inquiry process in the U.S. textbooks is provided with detailed instructions while the process in Korea is presented with diverse activities without formal guidelines. Based on the results, the study suggests three recommendations to improve Korean textbooks: a) science contents should be linked to other disciplines in order to promote practical applications; b) scientific concepts are required to be tightly connected and provided with in-depth explanations; c) inquiry process is needed to be presented with specific guidance to facilitate scientific thinking.

• 한국동물학회:학술대회논문집
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• 한국동물학회 1999년도 한국생물과학협회 학술발표대회
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• pp.309.2-309
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• 1999

No Abstract, See Full Text

• 대한공업교육학회지
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• 제34권1호
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• pp.44-86
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• 2009

이 연구의 목적은 공업 입문 4종 교과서의 내용 요소별 특징을 비교하여 각 교과서의 장점과 단점을 분석해보고, 그 분석된 데이터가 새로운 공업입문 교과서 개발에 활용될 수 있도록 하기 위함이었다. 궁극적으로는 현직교사는 물론 예비교사와 교육연구자들이 (ㄱ) 교과서 관련 교안 연구의 기초자료로서 사용할 수 있도록 하며, (ㄷ) 대학수학능력시험 직업탐구영역의 문제 출제와 (ㄷ) 전공과 연계성을 갖는 차기 공업입문 교과서 편찬에 있어서 좋은 시사점을 제공하는 것이었다. 주로 사용된 연구 방법은 문헌 연구로서 현행4 종의 공업입문 교과서를 비롯하여 관련 문헌을 비교 분석하는 것이었다. 연구 결과, 비교된 모든 교과서는 대체적으로 교과서 집필 안을 준수하고 있었다. 교과서의 내용 면에서는 집필 안에서 제시하고 있는 단원이 균형 있게 배분이 잘 되어 있는 교과서가 있는 반면에, 단원의 비중이 너무 편중되어 있는 교과서가 있기도 하였다. 또한 보충적 자료, 평가적 자료, 시각적 자료 등에 대한 배분에 있어서도 교과서에 따라 상당한 차이를 보이고 있었다. 교과서와 관련하여 대학수학능력시험 출제 경향은 각 교과서가 비슷한 정도의 연계성을 가지고 있으나 수험생의 입장에서는 한 가지의 교과서만으로는 대학수학능력시험을 대비하여 공부하는데 충분하지 않으므로 교사는 모든 종류의 교과서를 이해하고 학생들에게 가르치는 교과서 외의 다른 교과서 내용도 추가적으로 가르칠 필요가 있는 것으로 나타났다.

• 대한치과기공학회지
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• 제36권3호
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• pp.205-217
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• 2014

Purpose: This study will examine the differences among the college dental morphology textbooks in light of their contents and learning objectives through which we will propose an optimal way of consolidating those differences found. Methods: Five college textbooks adopted in the dental related departments were selected by random and the overview and subdivisions of contents were compared and closely analysed with regards to the learning objectives. Results: Firstly, all of the dental morphology textbooks cover the learning objectives of the dental morphology subject, especially in the area of the overview of dental morphology, the permanent tooth, deciduous tooth. Only the dentistry textbooks explain the learning objective of the occlusion. Secondly, differences in content were found in the area of component tissue and around tissue, dental formula of deciduous teeth, spinous process, buccal pit, enamel projection, curve symbol, tip of cusp position of proximal surface of permanent mandibular canines, buccal cusp position of permanent mandibular second premolars. Conclusion: It is imperative to delineate some meaningful and critical differences in contents among the dental morphology textbooks and reflect this to each and every textbook to be published as a supplementary information guide or index.