• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.64-79
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• 2006

This study was designed to make valuable suggestions for the development of environmental education(EE) teaching materials through teachers' and students' opinions. In the summer of 2005, an opinionnaire was sent to 1,749 secondary school EE teachers and 270 teachers of them answered. One hundred and six middle school students and 196 high school students in Kyunggi area were also participated in this survey. The opinionnaire in this study was based on the six standards, fairness and accuracy, depth, emphasis on skill building, action orientation, instructional soundness, and usability, developed by NAAEE(1998). Most teachers were totally dependent on textbooks in their teaching EE. They evaluated current EE textbooks most positively in the perspective of 'fairness and accuracy', whereas they evaluated them most negatively in the perspective of 'usability'. The problems of EE textbooks were differently recognized by teachers and students. The lack of contents stimulating students' interest was considered as the most serious problem of EE textbooks by students. Simultaneously, it was considered as the least serious problem of EE textbooks by teachers. Both EE teachers and students expect the future EE textbooks would consist of proper contents to reflect EE characteristics.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.166-185
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• 2010

Astronomy areas in the elementary science textbooks of Korea and the U.S.A. have been compared to find advantages and disadvantages of Korean textbooks. The analysis objects are the 7th national curriculum science textbooks for Korea and the Macmillan McGraw-Hill(MMH) science textbooks for the U.S.A. The results are as follows: First, in contexts, Korean science textbooks contain mostly inquiry activities and partly reading materials. However, MMH ones contain mostly explanations including photographs, related activities, and various reading materials. Second, in the contents and order, the observation activities of constellations are emphasized in Korean science textbooks, while the MMH ones explain solar system up to the universe in details. In addition, Korean science textbooks deal with one subject only once during the whole elementary course while MMH ones deal with one subject repeatedly in several grades. Third, in the frameworks of the international mathematics and science study (TIMSS) 2007, Korean science textbooks do not introduce some contents presented in TIMSS 2007, whereas MMH textbooks introduce every one of them in time. Fourth, the major subjects such as change of moon phases, constellations, the solar system, and change of seasons are handled independently in Korean science textbooks without strong correlation, while they are systematically done related with the rotation and the revolution of the earth in MMH ones.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.63-84
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• 2014

This study examined the contents of 'Adolescent's Consumption Life' unit in 12 Technology Home Economics textbooks used in the 2009 revised curriculum to analyze the contents of school consumer education. The main summary of this study is as follows: First, the contents of consumer education in the unit of 'Adolescent's Consumption Life' consisted of five criteria including the understanding of adolescent consumer, consumer's right and responsibility, reasonable purchase, resolution to consumer problems, and the formation of new consumption culture. Second, significant differences were found in the contents of consumer education among textbooks because basic concepts have been not been clearly defined yet. Third, essential content was either omitted or hard to understand. Thus, some contents elaborations were inappropriate for students' level. Fourth, there were some limitations in drawing interest and attention from learners and developing dispute resolution competence, since the textbooks mainly comprised the theory-oriented contents of consumer education. Fifth, cautious consideration needs to be taken with regards to clear understanding of basic concepts and systematic and consistent contents composition for coherent and organized school consumer education. These research findings are anticipated to provide basic information of Technology Home Economics textbooks to teachers, and will be utilized as basic data in organizing textbook contents or developing efficient teaching-learning programs for consumer education.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.97-109
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• 2009

The purpose of this study is to grasp the degree of recognition of the ESD(Education for Sustainable Development) form Technology Home Economic teachers in high schools, to analyze contents related to the ESD within the textbooks, and to propose the improvement method of the textbooks. As a result, first, the degree of recognition on the ESD was less than about 30.1% in Technology Home Economic teachers. Second, the content and factor criterions for the ESD were developed on the basis of the previous studies. They are suitable for applying to the Vehicle Chapter in the textbooks and are including 9 contents and 7 factors, respectively. Third, the contents related to the ESD within a Technology. Home Economic textbook showed 36.1% in Technology, 33.8% in Home Economics including social and cultural(44.7%), environmental(47.1%), and economic contents(8.2%). But they in the Vehicle Chapter within the textbooks presented 69.1%, 4.8%, 26.1% in social and cultural, environmental, and economic contents, respectively. Finally, the improvement method of the new textbook for the Vehicle Chapter is to adopt issued factors including the suitable adjustment on the vehicle structure and safety as well as the supplement of environmental contents related to the ESD. In addition, it is necessary to contain the contents such as the developing process of environment-friendly vehicles, the economically sustainable consumption strategy, and the cause-and-effect relationship with the global warming in the new textbook.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.79-86
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• 2020

This study investigates the contents of programming education in elementary information education textbooks in Busan and Zhejiang. Two textbooks identify the contents of elementary school information education textbooks on setting goals of programming education, selecting educational programming languages, and selecting and developing contents of programming education. Textbooks in the two regions are designed to select programming languages for elementary school levels and to select creative learning topics to help learners learn programming in the process of solving problems themselves. The textbooks identified in this study are designed so that learners can learn programming naturally in the process of solving problems.

• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.363-374
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• 2015

The purpose of this study is to investigate the learning contents presented in high school science and in pre-service science textbooks of college of education, and to examine educational implications for pre-service science teachers by analysing their connection to each other. High school science is called as 'convergence science.' Seven high school science textbooks and eleven science textbooks related to physics, chemistry, biological science, and earth science for pre-service teachers were selected to analyse learning contents. The relationship between high school science with those of college-level science textbooks for pre-service science teachers was found when the learning contents were compared. Science textbooks for pre-service science teachers have the biggest number of learning contents on the chapter 'Energy and Environment' of high school science. About 86.6% of learning contents of high school science were introduced on textbooks on science, but pre-service teachers should learn the remainder. The part of learning contents presented in high school science textbooks was higher than the college-level for pre-service science teachers. Moreover, the part of learning contents was included in Engineering & Technology. And these required a special teacher education. Accordingly, the results suggested that learning contents for high school science should be optimized and reduced. Also, various educational programs should be developed and educational curriculum for pre-service science teachers should be revised.

• School Mathematics
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• v.4 no.2
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• pp.161-192
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• 2002

This paper investigated the teaching and teaming of contents-related graphing in Korean secondary textbooks and suggested the improved methods of graph instruction through this analysis. reification-the case of function, In Harel, G., Dubinsky(Eds.), The Concept of Function : Aspects of Epistemology and Pedagogy Textbooks are analyzed from the viewpoint of the proportion of graphing contents, their sequencing, the proportion of each domain in graphing activities (interpretation vs. construction, quantitative vs. qualitative aspect, local vs. global aspect) and tasks (prediction, translation, scaling), and the difference in the graphing contents between the sixth and the seventh curriculum. This analysis demonstrates that graphing contents are increasing in textbooks, therefore the high school textbooks appear in almost every content area. The graphing activities concentrate on the construction, the quantitative aspects, and the local aspects, and are gradually focusing on the interpretation and global aspects of high school textbooks. Furthermore, most of graphing tasks favor translation. In contrast, the current seventh curriculum includes a balance of interpretation and construction activities and has more global aspects than the sixth curriculum based textbooks; however, the qualitative approach still rarely appears. For the graphing tasks, translation is still prevalent, but the importances of prediction tasks based on graph have increased in comparison with the sixth curriculum textbooks. Further, the seventh curriculum based textbooks are designed to stimulate more dynamic graphing instruction by introducing new tools such as graphing calculators and computer software. We suggest that the qualitative and global aspects should be emphasized in early graph instruction, a variety of graph activities in realistic contexts should be performed, and educational technology such as graphing calculator and computer can be efficient to implement these ideas.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.43-51
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• 2002

This study is to compared with 7-ga mathematics textbooks of 13 types in the middle school by 7-th curriculum. A synopsis of the Analysis and comparison about the contents of these textbooks is as follows. -The order of contents almost is same about the title and contents in 13 types of textbooks. -It is very important that the definition of terminology should be simple and correct. I investigated the terminology in thirteen textbooks of material at 7-th curriculum. -Most of their textbooks present the motivation of learning mathematics with resource of life such as a story of mathematics and famous mathematicians. -The chapter about numbers and operations has the biggest volume of all. -The evaluation of lessons presents at the each end of chapters with many problems as levels.