• 수산해양교육연구
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• 제21권3호
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• pp.420-435
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• 2009

The aims of this study are to analyze and compare the elementary textbook contents of science in Korea, USA and England and to make suggestions for the improvement of integrative contents in Korean science textbooks. For this study, lessons on living things in the three grade science textbooks of three different countries were selected and analyzed according to the five criteria: component elements of the lesson, integration of knowledges and investigations, integration of subject and life, connection with other subjects and focus of integration. From this comparative study, five suggestions are inferred for the improvement of the Korean elementary science textbooks. First, it is recommended that Korean textbooks should present unit objectives and evaluative components in the introductive part and last part of each lesson. Second, Korean textbooks should include scientific knowledges as a way of presenting educational contents. Third, Korean textbooks are recommended to include integrated contents fitting for students' life context. Fourth, Korean textbooks are recommended to integrate contents in connection with mathematics, arts, literature and so on. Fifth, issues which can facilitate students to understand contents in the textbooks and to relate to their life should be more employed.

• 교육철학
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• 제66호
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• pp.105-132
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• 2018

This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects. The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites. Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules. Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum. Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time. This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.

• 수산해양교육연구
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• 제16권2호
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• pp.143-155
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• 2004

The aims of this study are to analysis about the contents associated with the ocean environment compared 17 special-subject textbooks to 2 common-subject textbooks, and to make some proposals for construction of contents. The results of it are as follows; 1. Only 17 books among 36 textbooks taught by the fisheries and marine high schools are contained to some contents related with ocean environment. The contents associated with the ocean environment take possession of 90%, 62% each of total pages in the textbooks, 'ocean pollution' and 'ocean environment'. 2. Of compulsory texts, namely, 'general fisheries', 'general ocean' and 'information treatment of fisheries-marine', the former 2 books are composed of 4.5%, 36.2% each relating with ocean environment. But the last one is nothing. 3. Therefore, even a little contents of ocean environment and its conservation, it is necessary to add as the reasonable rate to the characteristics of each book in 36 special-subject textbooks. 4. And also it is shown that the common-subject textbooks,'ocean science', ' earth science I' and 'earth science II', are composed of 35.7%, 10%, 16.7% each. So we'd like to recommend that the contents of ocean pollution and environmental conservation have to add more.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.

• 한국가정과교육학회지
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• 제2권1호
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• pp.15-28
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• 1990

The Sequence of the Curriculum and the Contents of Textbooks on Family Life Field of Home Economics Subject in Primary, Middle and High School. The purpose of this study is to investigate the sequence of curriculum and the contents of textbooks in primary, middle and high school. The problems of this study are as follows. 1. Are the educational contents of Family Life field in primary, middle an high school specified in the contents of textbooks\ulcorner 2. What are the sequence of curriculum and the Contents of textbooks on Family Life Field of Home Economics subject in primary, middle and high school\ulcorner The study results given by the research on the educational contents of Family Life field and the sequence of the contents of textbooks of Home Economics subject in primary, middle and high school can be summarized as follows. 1. Are the educational contents on Family Life field in the primary, middle and high school specified in the contents of the textbooks\ulcorner The results are as follows 1〉Considering the sequence of educational contents on Family Life field in primary school, we can find out that the subject aims have relevance to those of the forth and fifth grade in primary school, and those of the forth grade in primary school are specified in the contents of curriculum of the forth grade and the contents of curriculum of the forth grade are specified in the textbooks for the forth grade in primary school. The subject aims of the fifth grade are specified in the contents of curriculum of the fifth grade and the contents of curriculum of the fifth grade are specified in the textbooks for the fifth grade. 2〉Considering the sequence of educational contents on Family Life field in middle school, we can find out that the subject aims have relevance to those of the first and second grade in middle school, and those of the first grade in middle school are specified in the contents of curriculum of the first grade and the contents of curriculum of the first grade are specified in the textbooks for the first grade in middle school. The subject aims of the second grade are specified in the contents of curriculum of the second grade and the contents of curriculum of the second grade are specified in the textbooks for the second grade.

• 한국환경교육학회지:환경교육
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• 제15권1호
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• pp.115-124
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• 2002

The purpose of this research is to analyze the contents related to environmental education(EE) in the elementary school textbooks for the following areas: well-balanced EE, and development of EE curriculum/teachers' guide in elementary school level. For the purpose of this analysis, elementary school teachers, education administrators and EE specialists were involved. Eleven content areas of EE, namely: natural environment, artificial environment, population, industrialization, natural resources, pollution, environmental conservation, environment sanitation, environment ethics, environmentally sound and sustainable development(ESSD), and daily li(e as a consumer, were analyzed. The results of the analysis are as follows: 1. There are total 1,140 contents related to EE in the elementary school textbooks of 7th Korea National Curriculum. 2. The textbooks of grade 6 contain the most number of EE contents, while the least number is in the textbooks of grade 3. 3. The subject that includes EE contents equally in its textbooks is social studies, and the subjects that relate a lot to EE are Korean language, science, and social studies respectively. 4. The content areas that are included a lot in textbooks are' natural environment', 'pollution', and' environmental conservation' respectively, while the contents of 'population','industrialization', 'ESSD' are included to a lesser degree. The content area most frequently mentioned in the textbooks is 'pollution', and the number of the contents are increasing along with the grade level. 5. Generally, the content areas of 'population', 'industrialization', and 'natural resources' are reflected in the textbooks to a lesser degree than others. 'Industrialization' is not included in the textbooks of grade 2, while 'population' is not included in ones of grade 4. According to the result, more concern about balanced EE in content areas is needed at the elementary school level. Similar studies tot K and secondary school levels are needed. The developmental study of EE guide book and teacher training for teaching EE using the book are also recommended.

• Educational Technology International
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• 제9권2호
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• pp.17-37
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• 2008

This study is to examine different views of teachers, students, parents and experts on existing mathematics textbook and ideas and alternatives for developing new textbooks. We interviewed deeply with 18 teachers, 18 students, 9 parents, and 4 experts and analyzed two analysis frame categories; Strengths and weaknesses of current textbooks and directions of mathematics textbooks that will be revised. We found that among teacher, student, parent and expert, there are some differences of meaning about mathematics textbooks, based on interview questions. The directions of new textbooks are as follows. First, 'the definitions of mathematics textbook concepts' shared and sympathized by teachers, students, parents, and experts should be considered in developing the textbooks. Second, the textbooks should be much usable in classrooms and be matched to the goals of mathematics subjects. Third, the contents and levels of difficulty of the textbooks should be based on the specific objectives and the analysis of curriculum and its contents. Fourth, understanding students should be presupposed as the external side of contents and the textbooks themselves should be associated with the image of joyful and fun mathematics. Fifth, the mathematics textbooks should reflect real daily life to their contents and be linked to other subjects.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.476-486
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• 2005

The purpose of this study was to compare the biology parts of the elementary school science textbooks of South and North Korea. For this purpose the contents and the names of organism introduced in the textbooks are compared and analyzed. As results of this study, there are a lot of differences in the content and names of organism in the textbooks. Life science in the elemenatry school science of North Korea ($46.9\%$ in 3th grade, $32.7\%$ in 4th grade) is treated more seriously than South Korea. The most part of North Korea textbooks are occupied with the names and values of various organisms, and the using method of them. The common contents of both textbooks are only $8.54\%$ of total contents of elementary school science of South Korea. Also only 39 names of organism are introduced in the both textbooks of South and North Korea. For the science curriculums establishment after unification, it should be the most important efforts to understand the cause of these differences, and to analyze those differences in contents and organisms introduced in the textbooks of South and North Korea.

• 한국실천공학교육학회논문지
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• 제5권1호
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• pp.91-99
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• 2013

본 연구에서는 상담전문가 양성에 필수적으로 포함되는 과목인 '상담기법' 교재분석을 통하여 상담기법에 구체적으로 어떤 내용이 포함되어 있으며 심리상담기법과 진로상담기법 교재에서 다루는 내용의 차이는 무엇인지를 비교하고자 하였다. 심리상담기법 교재 5권과 진로상담기법 교재 4권의 내용분석을 통해 나타난 결과를 토대로 다음과 같은 결론을 내릴 수 있었다. 첫째, 심리상담기법 교재와 진로상담기법 교재들은 교재의 특성에 따라 특정 내용을 중점적으로 다루고 있는 경향이 있다. 따라서 상담기법 교육 시, 교재를 선택 할 때 각 교재의 특성을 알고 선택해야 하며 그 교재에서 다루고 있지 않은 내용이 무엇인지 파악하여 이를 보완하는 것이 필요하다. 이는 교재 선택에 따라 중요한 상담기법을 배우지 못할 수도 있다는 점에서 상담전문가와 교육자들이 중요하게 고려해야할 문제이다. 둘째, 심리상담기법 교재와 진로상담기법 교재들이 포함하고 있는 내용 중, 공통된 내용들은 '상담이론에 근거한 기법', '상담관계', '면접 및 상담과정 기술', '내담자 평가와 이해', '다문화주의와 다양성' 등이었다. 반면, 심리상담기법 교재에만 포함된 내용은 '반응기술', '윤리적 문제', '상담자 자기이해와 관리'였고, 진로상담기법 교재에만 포함된 내용은 '진로정보', '진로의사결정과 적응', '진로계획과 실행'에 대한 내용이었다. 심리상담기법 교재에서 가장 비중 있게 다루어지는 내용은 '반응기술'이었고, 진로상담기법 교재에서는 '내담자 평가와 이해'였다.

• 한국가정과교육학회지
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• 제17권1호
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• pp.55-68
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• 2005

본 연구는 제 7차 교육과정 기술$\cdot$가정 교과서 중 가정 부분의 '자원의 관리와 환경' 영역 내용과 다른 교과 내용을 분석하여 관련성을 파악하기 위하여 국어, 도덕, 사회, 수학, 과학, 기술, 체육, 음악, 미술 교과서를 분석하였다. 음악을 제외한 전 교과의 내용에서 '자원의 관리와 환경 영역의 내용과 유사한 내용이 발견되었다. 기술$\cdot$가정 교과서의 '자원의 관리와 환경' 영역과 사회교과의 3학년 내용과 많은 관련성을 보이고 있었다 가장 다른 교과와 관련성이 높은 '자원의 관리와 환경' 영역의 내용은 '자원의 활용과 환경' 중단원 중 환경 부분과 '우리들의 소비 생활' 중단원의 소비자 관련 내용으로 나타났다. 그리고 '청소년의 시간과 일 관리' 중단원의 내용이 다른 교과의 내용과 그 관련성이 가장 적게 나타났다. 각 교과마다 목표와 성격이 다르기 때문에 같은 주제라 할지라도, 다루고 있는 초점과 제시방법, 내용의 상세성 정도가 교과마다 차이를 보이 있었다.