• The Korean Journal of Community Living Science
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• v.19 no.4
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• pp.619-640
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• 2008

The objective of this study is to promote alternative plans on the prejudiced and distorted parts in school textbooks in the aspect of multi-functionality of agriculture and rural community. This was done through analysis of the contents in 44 kinds of schoolbooks in Korean language (30 of elementary school, 12 of middle school and 2 of high school). This will lead to promote the understanding about the multi-functionality and form the proper value system related to agriculture and rural community for children and juveniles using schoolbooks. A content analysis which is a research tool to classify all contents of materials containing the properties to become the object of interest in a systematic way, was employed to examine to what extent the contents on agriculture and rural community were reflected in the textbooks for elementary school, middle school and high school. The content analysis was done in two categories, namely; application method and function view. Application method had four types of texts, cases, figures pictures, and activities, while function view emphasized the relevance for the multi-functionality of agriculture and rural community (i.e., function of environment preservation, function of rural scenery and rural traditional culture conservation, function of maintenance and development of local society, and function of food security). The results of application method in elementary school showed that the textbook of the second-year class having a large amount of figures pictures related to agriculture and rural community, had the highest frequency in all six grades. In the function view, the environment preservation function was most abundant among a variety of multi-functionalities. In middle school, the average frequency had shown a rapid decrease. However, the function of environment preservation in the function view and the texts by application method were most frequent. in the first-year class. In high school, however, any mention related to agriculture and rural community was not made, in spite of the fact that the ten parts of textbook contained a lot of contents with a reasonable level. Based on the results of content analysis, findings and recommendations by part in textbooks for elementary school, middle school and high school have been drawn, and several examples for the content development to be included in the textbooks were listed.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.340-350
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• 1999

This study was to analyze the articulation between chemistry contents of science textbooks at elementary and middle school level, to survey students ? perceptions on chemistry concepts, to establish guidelines for science textbooks that not only meet the needs of learners but also fit in a coherent way. In order to do this, we analyzed links of the aims and the organization of chemistry contents of elementary and middle school science textbooks, we also surveyed students' perceptions on chemistry concepts students had retained. The study revealed that the 6th middle school curriculum was almost a duplicate of the elementary school syllabus. And there was no interrelation between the organization of chemistry contents and the aim of the chapter which built up a logical picture of the world at a molecular level. It was also found that the lack of coherence between science textbooks in elementary and middle school was a major cause of student difficulty.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.88-97
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• 2005

The purpose of this study was to investigate explanations of science textbooks and science teachers' conceptions related to freezing point depression phenomenon. Seven kinds of middle school science textbooks and five kinds of high school chemistryII textbooks were analyzed for the purpose. The teachers' conceptions were searched by a questionnaire developed in this study. The subjects were 146 science teachers. The explanation types of science textbooks were divided into two; 'Description of the phenomenon' and 'Vapor pressure lowering'. The explanations in most of middle school science textbooks and high school chemistryII textbooks belong to 'Description of the phenomenon' and there was no explanation of the reason. The graphs related to depression of freezing point were diverse, too. Most of the science teachers also did not have scientific conception. The percentage of the teachers who thought that the cause of freezing point depression was blocking of solute in solution was high. But the teacher could not find meaningful relation the 'Blocking of solute' explanation represented for elevation of boiling point with depression of freezing point. It is insisted that entropy concept is need to explain depression of freezing point phenomenon in this study.

• The Mathematical Education
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• v.52 no.2
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• pp.129-147
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• 2013

The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.

• Journal of the Korean Data and Information Science Society
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• v.16 no.4
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• pp.843-848
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• 2005

The purpose of this qualitative case study is to understand how the idea of data view and information graphics is used in the social studies high school textbooks. Data were collected through national curriculum documents and social studies middle school textbooks for the 10th grade students. We set up three questions for this study; what kinds of information graphics are used in the textbooks, how the graphics are organized in the social studies middle school, and how the 7th social studies curriculum is related with the 7th national mathematics curriculum. Through the data analysis, we found that 1) photographs, information tables, illustrations, etc., are used and frequencies of their usages are in descending order, 2) double lines graphs, and stripe graphs are often adopted for the comparison of populations, 3) the relation of the two subjects curricula is not well developed, especially in the curriculum steps of information maps, scatter diagrams, and comparison of populations. Finally we suggest that new web site of data view or information graphics be provided for two curricula, workshop of information graphics be needed for social studies teachers, and modification of the 7th probability and statistics curriculum.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.252-264
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• 2002

In this study, the experimental apparatus for boiling point and melting point in science textbooks of various curriculums were analyzed. Science teachers' views on the difference between the experimental value and the value written in textbooks were inquired, too. Their views on the experimental apparatus, nd results of freezing point,melting point, boiling point, fractional distillation, and thermometer calibration were also investigated. The results of this study showed that the types of experimental apparatus for boiling point and melting point were somewhat dif-ferent with science textbooks and curriculum. The teachers' views were also various according to their background. In the experiment of the fractional distillat ion, a large number of teachers recognized mismatch between the exper-imental value and the value written in textbooks as mistake of textbook contents or problem of experiment itself. The teachers of chemistry background take higher recognition of the requirement of thermometer calibration than those of non-chemistry background in middle school.

• Journal of Science Education
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• v.41 no.3
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• pp.462-479
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• 2017

This study classified the visualization's materials presented in two types of middle school science textbooks to data visualization and infographics, thereafter characteristics of infographics according to science content's domains were analyzed using an analytical framework for infopraphics. The results of this study are as follows : First, visualization materials in middle school science textbooks had more data visualization (23.2%) than infographics (76.8%). Second, there were many differences in information content's category among the science subject's domains. The relationship type of information content in the domain of energy and matter, the function type in life domain, and the location type in the earth domain were prominent. In visual representation's category, the illustration type and comparative analysis type were the most dominant in the all science domains. The horizontal type in layout category occupied the largest proportion in all science domains. Therefore, it is necessary to present the visualization materials with the infographics conveying many informations than the data visualization in middle school science textbooks. And the infographics need to be developed and distributed in various formats in each science domain.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.411-420
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• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.