• Journal of Creative Information Culture
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• v.7 no.2
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• pp.111-118
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• 2021

In order to establish the correct direction for the use of digital textbooks in the future, it is necessary to derive implications for improving the domestic digital textbook utilization policy by analyzing the actual conditions of other countries that are already using digital textbooks. Therefore, in this paper, we compared the policies of using digital textbooks in the United States, Canada, Malaysia, and China, and reviewed ways to improve Korea's digital textbook policies. First, each country's digital textbook promotion subject and strategy, scope of use, issuance system, and usage method were compared, and then the implications of each country's digital textbook policy were analyzed. And based on these implications, a plan to improve Korea's digital textbook policy was suggested. It is expected that this will be used as meaningful basic data in preparing policies for the development of digital textbooks in the future.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.21-29
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• 2021

This paper analyzed 'Education with Robots' 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 elementary school 'Education with Robots' unit. On the contrary, in the middle and high school textbooks research were 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 inquiry type textbook. As a result of analyzing textbooks, there was no ideal textbook with an inquisitive disposition in all analysis elements, and in all textbooks, the analysis element with the lowest inquiry disposition was the text, and the highest analysis element was activity.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.182-200
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• 2010

This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

• The Korean Journal of Applied Statistics
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• v.32 no.5
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• pp.683-692
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• 2019

It is hard to imagine teaching statistics without the help of technology. Technology is changing the way in which the content of introductory statistics is taught and the forms of textbook used. Almost all students carry mobile devices all the time that allows them to learn anytime and anywhere if we provide them with statistical electronic textbook. The use of smartphones for asking questions and finding answers in class, it can encourage students to engage more in lectures. This paper analyzes the data obtained using e-textbook in traditional classroom and discusses the future research direction of e-textbooks.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.303-313
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• 1996

The major purpose of this thesis is to construct the evaluating framework of a science textbook with a high confidence and universal validity, referring to a preceeding study and materials involved in research work, and in consideration of the educational conditions of the secondary school. The framework developed in this study are composed of 7 categories: content, organization, representation, laboratory, illustrations, external form or editing system, and supplementary materials. Each category consists of detailed items. Eech item in the check-list is to be given between one and five points, and the total number of possible points in this evaluating framework is 290. As a result, these evaluating items enable quantitative analyses, afford an opportunity which we can look into many-sidedly the respects we should consider when a science textbook is adopted, and they can be estimated partly or synthetically as occasional demands. This study is exepected to contribute to choose a good science textbook as fundamental data in the future, and to help the lasting study or estimation of the textbook.

• Journal of Korean Library and Information Science Society
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• v.42 no.3
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• pp.271-292
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• 2011

Information literacy education is a important role of today's school libraries. So the development of information literacy curriculum and textbook is necessary to establish educational role of school libraries more firmly. The purpose of this study is to examine the development of new information literacy textbook, School Library and Information Literacy published in 2011. For this, this study investigated the status of information literacy education and instructional media in Korea, the United States and Japan. After all, this study presented the textbook's development progress, curriculum, contents and method of application.

• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
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• 2003.05b
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• pp.119-122
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• 2003

The purpose of this study is to find problems of "Electricity equipmentand" and "Electricity practic II" tectbook applied in 6th Technical High School Curriculum and to make direction of "Power equipment II" textbook applied in 7th Technical High School Curriculum. The method of this study is questionnaire survey. 120 teachers of 40 schools were selected by cluster sampling method. The main findings of this study are as follow. 1) We should make the composition of textbook easy. 2)The illustration, photograph and drawing of textbook are fitted well. 3) "power equipment II" textbook applied in 7th Technical High School Curriculum would contented follows : lighting equipment, elevator equipment, broadcasting equipment, interphone equipment.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.12-19
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• 2011

This study aimed to analyze the teachers' cognitions about the primary science textbooks(experiment and observation) used in elementary schools. This study surveyed 211 teachers in Seoul and Gyeonggi province. The data were statistically analyzed by SPSS WIN 10.0. The results of this study are as follows : Most of the teachers showed positive opinions on the directions of the compilation of experiment and observation textbook. Teachers used experiment and observation textbook as summary notes, experiment reports and evaluating methods. The experiment and observation textbooks should be compiled and reorganized in order as follows : Lesson introduction, inquiry activities, and intensive and supplementary activities which are followed by space of description in experiment and observation textbook.

• School Mathematics
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• v.12 no.4
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• pp.473-491
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• 2010

In the TIMSS assessment goal and open TIMSS 2007, Singapore recorded a lower overall achievement level compared with Korea; however, the excellent results shown by Singapore furnished an opportunity for various countries to research into the education in Singapore. This paper conducted a comparative analysis of the "Proportion, Proportional Expression, and Percentile" area out of the three topics involving "Fractions and Decimals", "Proportion, Proportional expression, and Percentile", and "Measurement", in all of which Singapore exhibited a higher percentage of correct answers than Korea. The paper was able to discover the following differences through a comparative analysis of how Korean and Singaporean textbooks deal with the open questions of TIMSS 2007 after looking into them according to four assessment goals. First, the Singaporean textbook introduced the concept of proportion one year ahead of the Korean textbook. Second, the Singaporean textbook repeatedly coped with the topic of "Proportion, Proportional Expression, and Percentile" in depth and by academic year, and its volume was larger than that of the Korean textbook. Third, there was a difference in the introduction and definition of the concept of proportion. Fourth, the way of introducing a proportional expression was also different, and the Singaporean textbook proposed many more questions that utilize this expression in ordinary life. Based on these differences, the paper suggested implications that could be applied to the Korean curriculum and textbook.