• Proceedings of the Korea Information Processing Society Conference
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• 2009.11a
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• pp.261-262
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• 2009

기존의 교과서 평가를 위한 준거에는 Shmidt의 일반적인 교과서 평가 준거, Dover의 교과서 선택 준거, Huetteman의 교과서 평가 준거, Romey의 탐구성에 대한 교과서 분석법 등이 있다. 아울러 2007년 공시된 2007년 개정 교육과정의 정보 교과목은 2010년부터 중학교 1학년에 적용된 뒤, 중등학고 전체로 확대 시행될 예정이다. 따라서 본 논문에서는 기존의 교과서 평가 준거를 분석하여 새로운 정보 교과서의 비교분석을 위한 선택준거를 제안한다. 또한 제시된 선택준거와의 비교를 위해 정보 교과서 2종을 Hutteman과 Romey의 분석법을 적용해 평가하였다.

• The KIPS Transactions:PartA
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• v.19A no.1
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• pp.9-16
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• 2012

Abstract In informatics subject, a good understanding of information representation and the structure of materials is the first step to acquire the basic principles of computer science. But few studies have ever focused on the educational significance of the structure of materials in informatics subject or how to organize materials in a manner to stimulate students to introspect. The purpose of this study was to examine whether the 'information representation and management' sections of informatics textbooks of the revised 2007 curriculum that have been in use since 2010 had an inquiry tendency or not. As a result of analyzing the textbooks by utilizing Romey method, one textbook was found to have an inquiry tendency in terms of texts, figures/diagrams, activities and questions at the end of chapters. If textbooks are just organized to convey knowledge, it might result in making students less interactive in class. Specifically, informatics is a subject to teach basic problem-solving skills by using IT, and the findings of the study suggest that students who get less interactive in class are likely to have less chances to learn about how to solve the given problems in diverse ways.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.89-105
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• 2020

This study aimed at analyzing the clothing management units of technology and home economics textbooks in terms of their contents related to Education for Sustainable Development(ESD). The inquisitive tendency of the textbooks was also examined adopting the modified Romey's method, because it is known as an important factor in increasing student's class participation in sustainable clothing management and inducing practical behavior. First, the learning contents of clothing management unit were analyzed according to the social/political/cultural, environmental, and economic perspectives of ESD. As a result, ESD contents from social/political/cultural perspectives (safety, and health and food), environmental perspectives (natural resources, energy, and environmental problem), and the economic perspectives (sustainable production and consumption) were identified, with a heavy focus on environmental perspective. Secondly, Romey's inquisitive content analysis method was modified to analyze texts, pictures/charts, and learning activities of the clothing management unit. In all textbooks, facts and definitions were the dominant types of contents, which means less opportunities for development of inquiry ability. In conclusion, the ESD contents of the clothing management unit are inclined to the environmental perspective, and it is necessary that textbook development would need to be balanced between three perspectives. Also, future textbook authors will need to improve the inquisitive tendency of the textbooks to encourage student participation in class and induce practical application in real life.

• Journal of the Korean earth science society
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• v.40 no.2
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• pp.188-199
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• 2019

The purpose of this study was to investigate the tendency of inquiry of earth science content presented in North Korean textbooks of the 2013 National curriculum using Romey's method, and to help use as basic data for better understanding earth science education in North Korea. The content of earth science in the text, figure, question, and activity index of textbooks of Natural Science 1 and 2, Chosun Geography 2 of elementary junior high school, and of Geography 1 of advanced junior high school were all analyzed using Romey's method. The results of this study were as follows: First, the atmospheric science question and the astronomy text showed the tendency of inquiry type. Second, the proportion of oceanography was relatively small. Third, there were many non-inquiry questions or excessive inquiry questions, and both types of questions needed to be balanced. Fourth, there were a tendency that did not emphasize inquiry learning. Finally, the quantitative and qualitative level of inquiry tendency should be improved. In this paper, we propose to use a qualitative method when analyzing earth science content in North Korean textbooks, and suggested that we should further study the comparative analysis of inquiry tendency of earth science content using South and North Korean textbooks.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.213-224
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• 2004

Textbooks are the basic materials for school education and the best instruments that the teachers can use. The textbooks for information and communication technology education that are authorized by the superintendent of schools are currently used in the elementary schools and the various kinds of the ICT textbooks are adopted in accordance with the cities and provinces. In this study, we make a comparative study of the 11 ICT textbooks for year 4 students from the view points of the present conditions, the organizations, and the contents. Also, using Romey's method we investigate them whether their contents are suitable for the inquiring activities. We expect that our study will be the basis of the development of the next authorized ICT textbooks and contribute to the ICT education.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.253-264
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• 2011

The 2007 revised curriculum designated information-related subjects informatics and changed the direction of education by stressing problem-solving skills in consideration of the characteristics of the subject. The purpose of this study was to examine whether the problem-solving method and process sections of informatics textbooks had an inquiry tendency to foster the problem-solving skills of students. Four textbooks that were widely selected from among the authorized textbooks were analyzed by utilizing Romey method. As a result, just one textbook was found to have an inquiry tendency in terms of texts, but every textbook had a sufficient inquiry tendency in terms of activities. But in terms of structure, there were some problems that commercial softwares were utilized and some softwares employed a particular programming language. The findings of the study suggest that no question should be posed about intrinsic inequality in conjunction with textbook selection, and that textbooks should be structured not to make students adversely affected by learning environments.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.166-181
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• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.79-93
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• 2016

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.7
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• pp.3022-3029
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• 2011

One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.