• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.33-46
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• 2016

The present study aims to investigate how teachers evaluate the Korean textbook they use for teaching primary students with multicultural background. Faced with the rich variety of materials available, it is often a challenging task for language teachers to select the most suitable coursebook. It is required that they carry out a detailed and comprehensive analysis of coursebooks and evaluate them with a set of criteria to guide the process. 32 Korean teachers took part in the primary KSL textbook evaluation that aimed to identify improvement areas. They used a pro-forma specified with 51 criteria. The teachers' responses to the questions in the pro-forma were statistically analyzed to draw implications for material evaluation. The findings of the analysis suggest that the KSL textbook for primary multicultural students need to be improved at the internal and external levels. Implications are discussed with focus on material evaluation and development, and KSL teacher professional development by helping them gain good and useful insights into the nature of the textbook, and sensitizing them to features to look for in teaching and learning materials.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.133-144
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• 1997

Environmental education in Korea has been emphasized since the Fourth National Curriculum. The Environment curriculum became independent as 'Environment' for middle school and 'Environmental Science' for high school were set as independent subjects upon the Sixth National Curriculum of Korea. And the Enviroment Textbook for middle school was published by the Ministry of Education of Korea. The purpose of this study is to analyze environment textbook for middle school focusing on the organization, the format, questions and illustrations. It was expected that the results of this study could be used by Environment textbook developers. According to the analysis of 'Environment',on the organization, the textbook was consisted of 219 pages and 22 units. A unit was consisted of many subunits and activities. On the content of the textbook, the objectives of subunits stressed more on explanation form than on exemplification form. On the questions, most of them were in <activities> and the objectives of questions stressed on the presentation of the contents. The specific aspect referring results, cause, and judgement, etc. were vary rarely checked. The questions seemed as good, because questions were mostly pertinent to the what to ask, and had a good connection to the main text. By the analysis of illustration, illustrations were mostly functioned as supportive and rarely as decorative, Most of them were photographs and printed all in black-and-white pictures.

• Journal of Environmental Science International
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• v.15 no.9
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• pp.907-912
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• 2006

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• Journal of Environmental Impact Assessment
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• v.11 no.3
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• pp.205-221
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• 2002

Environmental impact assessment (EIA) is a tool used in planning development strategies and projects, and its use has been adopted into planning regulations in a number of countries. EIA has progressed from the consideration of pollution assessment, through the wider range of ecological assessment. Now EIA is required to consider the textbook of university students. Students taking lesson on EIA textbook are generally majoring in a variety of subjects, including environmental engineering, environmental health, environmental science, city planning, civil engineering, public policy, economics, and applied earth sciences. However, substantiality program of teaching material on EIA textbook has not been studied at expert society in the meantime, though a number of EIA textbook have been published every year in Korea. In current study, we presented the point at issue and improvement method of teaching material of EIA for student using domestic and foreign teaching materials and papers.

• Journal of the Korea Fashion and Costume Design Association
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• v.16 no.4
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Journal of The Geomorphological Association of Korea
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• v.27 no.1
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• pp.103-115
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• 2020

This study has analyzed and revised the geomorphological terms in the Reference Guide for Geography Textbook Compilation issued by the Ministry of Education in 2017. The current geography glossary is composed of 1,150 terms of which 24.4 percent are geomorphological one. They also amount to 52.2 percent of the terms registered in the physical geography glossary. The number of terms in coastal landforms is the maximum of fifty-eight, while the one in weathering landforms is the minimum of six. This suggests a large difference in the number of terms among landform types originating from varying geomorphic processes. A lot of ordinary words are included in the geomorphology glossary. Since they have been already registered in the Korean Standards Dictionary which is another reference guide for textbook compilation, it is appropriate to delete them out of the geomorphological terms. The geomorphology glossary also contains difficult terms written in Chinese characters, inappropriate terms and even incorrect terms which are likely to lead to misconception on landforms. The revised glossary consists of 284 geomorphological terms in which 101 terms are newly added after taking all the problems into consideration.

• Journal of Environmental Science International
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• v.6 no.2
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• pp.107-112
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• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.15-40
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• 2005

This study basically investigates the meaning and properties of performance task applicable to mathematics classroom and it finds out how to run effectively performance task activities included in the present mathematics textbooks. To accomplish this, this study deals with twelves kinds of mathematics textbooks for ninth graders and is proceeded on the basis of textbook analysis and teacher interview. Considering a situation that in future mathematics textbook would be developed, according to the analytic results of this study, common understanding of performance task and qualified performance task are needed, a variety of tasks classified by differentiated level are needed. In addition, each task should be dealt with the contents related to curious and interesting real-life situations. Furthermore, fairness of checking and recording should be established and teachers' positive attitudes to applying performance tasks to math class are needed.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.705-716
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• 2014

This study starts from a question about the expectation that government policy reduces the educational gap by introducing digital textbooks. In addition, we try to figure out how to minimize the problems that will occur when digital textbooks are introduced and fully adopted. The purpose of this study is exploring the possibility that suing digital textbook deepens learning gap among students. Researchers are discussed that the gap between 'information' haves' and 'information' have-nots' and between 'the competent user' and 'the incompetent user' increase difference between 'knows' and 'know-nots' on the socio-economic class. These difference are likely to imply that using digital textbook is deepening the educational gap.