• Title/Summary/Keyword: Inquisitive Tendency

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Analysis of Inquiry Tendency in the 'Information Equipment' Sections of Informatics Textbooks from a Perspective of Modern Curriculum (현대 교육과정의 관점에서 본 '정보'교과서 '정보기기' 영역의 탐구적 경향 분석)

  • Kim, Ja-Mee;Noh, Hyun-A;Lee, Won-Gyu
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.1-12
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    • 2011
  • All the informatics textbooks of the fifth, sixth, seventh and revised curriculums have dealt with the structure and operation of information equipment. But there haven't been any discussions at all on the educational nature of this section involving the selection of what and how to teach. The purpose of this study was to examine 'the structure and operation of information equipment' sections of informatics textbooks from a perspective of modern curriculum to see whether there was any inquiry tendency in the textbooks. As a result of analyzing four textbooks, only one textbook turned out to be inquisitive. The findings of the study suggest that the importance of textbook content and the perspective of learning activities should be taken seriously when textbooks are produced, and the fact that in today's age marked by a global tend of fusion, informatics is one of the fundamental subjects to encourage students to examine themselves instead of just sticking to rote learning should be taken into consideration as well.

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Inquisitive Tendency Comparative Analysis on the Software Education Units in the 2015 Revised Practical Arts Textbook (2015 개정 실과 교과서 소프트웨어 교육 단원 탐구성 비교 분석)

  • Lee, Jaeho;Gen, Sang-il
    • Journal of The Korean Association of Information Education
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    • v.24 no.6
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    • pp.615-622
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    • 2020
  • This paper analyzed 'Software Education' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the case of the elementary school 'Software Education' unit. the inquiry analysis was insufficient. On the contrary, in the middle and high school textbook research was sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an exploratory textbook. As a result of analyzing textbooks, there was no ideal textbook with inquiring tendencies in all analysis factors, and different analysis factors with high inquiring tendencies were found in each textbook. In the entire textbook, the analysis element with the lowest inquiring tendency was the text, and the highest analysis element was the activity. The analysis factors with the greatest deviation in the evaluation index between textbooks are data and evaluation.

Analysis on the Aspect of Learners' Explorations Reflected in High School Informatics Textbooks Based on the 2015 Revised National Curriculum (2015 개정 교육과정에 근거한 고등학교 정보 교과서의 탐구성 분석)

  • Kang, Oh-Han
    • KIPS Transactions on Computer and Communication Systems
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    • v.8 no.5
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    • pp.103-110
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    • 2019
  • In this research, one common chapter, Problem Solving and Programming, in seven different types of high school informatics textbooks was analyzed in terms of the aspect of learners' explorations. These textbooks were newly developed based on the 2015 revised national curriculum. Romey's analysis was used to the textbooks along with four analytic elements: texts, data, activities, and evaluation. The study results showed that the textbooks can highly encourage learners' further explorations according to the four analytic elements reflected in the seven textbooks: one out of the six textbooks well designed for texts, three for data, six for activities, two for evaluation. In terms of Romey's involvement index points, six of the seven textbooks had low indexes of texts, ranging from 0.175 to 0.393. Data indexes were extremely low in four out of the seven textbooks, ranging from 0.058 to 0.226. Five out of the seven textbooks had very high indexes of evaluation in the broad range of 2 to 6.333 points. Furthermore, these newly designed textbooks can more greatly facilitate students' explorations than previously existing textbooks in three elements: texts, data, and activities. Evaluation indexes significantly increased in these new textbooks from 0.916 to 3.914, which had excessive points in terms of promoting students' explorations. Further methods to improve the textbook quality is proposed based on the results from this analysis.