• East Asian mathematical journal
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• 제32권4호
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• 한국과학교육학회지
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• 제32권8호
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• pp.1367-1377
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• 2012

Inquiry activity is a major source of student investigation which both of the national curriculum standards strongly emphasize for achieving scientific literacy. The purpose of this study was to examine inquiry activities incorporated in high school biology textbooks used in China and Korea. The inquiry activities were examined with regard to inquiry level and science process skills. Bell's and a modification of Padilla's framework were used in these analyses. Results show that the Korean textbooks were more exclusively occupied by simple inquiry activities - None of them provided activity more complex than level 2 inquiry. In addition, the Korean textbooks had uniformly basic science process skills, whereas their Chinese counterparts gave students some challenges for higher level process skills. Therefore, it cannot be guaranteed that the activities in the Korean textbooks are helpful in guiding students toward a gradual progression to high-level inquiry. Implications for inquiry-based science education were suggested based on the results of the study.

• 한국학교수학회논문집
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• 제5권1호
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• pp.43-51
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• 2002

This study is to compared with 7-ga mathematics textbooks of 13 types in the middle school by 7-th curriculum. A synopsis of the Analysis and comparison about the contents of these textbooks is as follows. -The order of contents almost is same about the title and contents in 13 types of textbooks. -It is very important that the definition of terminology should be simple and correct. I investigated the terminology in thirteen textbooks of material at 7-th curriculum. -Most of their textbooks present the motivation of learning mathematics with resource of life such as a story of mathematics and famous mathematicians. -The chapter about numbers and operations has the biggest volume of all. -The evaluation of lessons presents at the each end of chapters with many problems as levels.

• Child Health Nursing Research
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• 제23권1호
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• pp.19-27
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• 2017

Purpose: The purpose of this study was to analyze addiction prevention related content shown in middle school text books. Methods: Using a combination of the terms "addiction", "drug", "medicine", "personal preference", "smoking", "drinking", "sex", "misuse" or "abuse" as key words, the researchers screened the table of contents of 23 randomly selected middle school textbooks from the 2009 curriculum. Finally 13 textbooks (physical education=10, health=3) were selected for this study, and analyzed using Krippendorff's contents analysis. Results: Through indepth discussion and investigation of the relevant textbooks, content related to addiction prevention included material addiction (77.8%) and behavioral addiction (22.2%). The construction of addiction prevention in middle school textbooks included understanding addiction, rejection of peer temptation, and empowerment of self-control. Conclusion: When developing an intervention for addiction prevention that targets middle school students, education with accurate addiction information must be considered so that the students have the correct knowledge about addiction and addiction prevention. Additionally, the ability to reject peer temptation when invited to act upon related addiction behaviors should be treated seriously. The empowerment of self-control is also important, and can be promoted through strengthening self-regulation competence.

• Human Ecology Research
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• 제61권1호
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• pp.73-90
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• 2023

This study aimed to identify ways to implement pre-parent education for adolescents in regular classes at school. This was achieved by investigating whether the contents of the 2015 revised curriculum high-school technology and home economics textbooks reflected the goals of pre-parent education. The main texts and activities of chapters with 'preparing for parenthood' in the title from 12 high-school technology and home economics education textbooks were analyzed with respect to the three pre-parent education goals of developing perceptions and attitudes toward parenthood, learning parenting knowledge and skills, and reinforcing parental capacity. The results were as follows. First, textbook contents and activities reflected the three goals of pre-parent education in a balanced manner. Second, both the contents and activities of textbooks tried to motivate students to perceive parenthood and parenting through reflection on their relationship with their own parents. Third, because the textbooks encouraged students to consider parenthood and parenting, they acknowledged the importance of undertaking pre-parent education to reinforce their parental capacities. Using such textbooks in regular technology and home economics classes is expected to provide students with an opportunity to consider parenthood and shape their perceptions and attitudes accordingly, thereby allowing adolescents to prepare themselves for parenthood and become good parents.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권3호
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• pp.281-297
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• 2016

There has being developed elementary mathematics textbooks currently based on the 2015 revised mathematics curriculum. Vocabularies used in mathematics textbooks are mainly determined by the authors to develop textbooks. The purpose of this study was to investigate the adequacy of elementary school mathematics textbooks based on the unit structure and vocabulary, and to provide implications for elementary mathematics textbooks which is currently in development, in accordance with the 2015 revised curriculum. As a result, there were found some problems in the unit structure and vocabulary of elementary mathematics textbooks.

• Educational Technology International
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• 제21권1호
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• pp.97-123
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• 2020

The purpose of this study is to investigate the emotions of students toward using digital textbooks, and to examine the factors affecting the emotions. This study examined the relationship between individual characteristics and computer usage, students' emotions, and the perceived learning effects. For this study, 2,950 1st grade middle school students participated in a survey which measured individual characteristics, computer usage behavior, emotions toward using digital textbooks, and perceived learning effects of digital textbooks. The results showed that positive emotions toward using digital textbooks were higher than negative emotions. The students' positive emotions were most affected by intrinsic motivation, self-regulated learning, and student's use of computers for learning and entertainment. Similarly, perceived learning effects were positively correlated to intrinsic motivation and self-regulated learning, but the students' positive emotions towards using digital textbooks was the strongest predictor. Digital textbook efficacy was the most influential factor that affected the students' negative emotions, while computer addiction was associated with negative emotions.

• 한국과학교육학회지
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• 제18권3호
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• pp.371-382
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• 1998

개항 후 1883년에 원산학사가 설립되고, 1894년에는 갑오개혁으로 여러 가지 교육개혁이 시행되었다. 1895년 한성사범학교 관제를 시작으로 각종학교 관제의 교육과정에 과학 교과가 등장하면서 과학 교과서의 필요성이 대두되었다. 정부는 필요한 교과서률 편찬하는 한편 여러 가지 학교관련 법령을 통하여 교과서의 사용에 관한 규정을 정하였다. 1895년 소학교령에서는 "교과용서(敎科用書)는 학부(學部)의 편집(編輯)한 외(外)에도 혹학부대신(或學部大臣)의 검정(檢定)을 경(經)한 자(者)를 용(用)함"으로 규정하였고, 1906년 보통학교령에서는 "교과서(敎科書)는 학부(學部)에서 편찬(編贊)한 것과 밋 학부대신(學部大臣)의 인가(認可)를 경(經)한 것으로 함"으로 규정하였다. 이에 따르면 각급 학교에서 사용할 수 있는 교과서는 학부에서 편찬한 것이거나 학부대신의 검정을 받은 것 또는 인가를 받은 것으로 제한되었다. 교과서에 관한 정책은 1906년 일본인이 학부에 참여하면서 1908년부터 본격적으로 수행되었고, 이것은 1910년 한일합방을 위한 식민지 교육정책과 밀접하게 수행되었다고 볼 수 있다. 특히 1908년의 사립 학교령과 교과용도서검정규정, 그리고 1909년의 출판법은 교과서를 통제하는 주요 수단이었다. 한국에서 발행된 62종의 과학 교과서 중 사용금지를 당한 것은 18종인데 2종은 불인가, 13종온 검정무효 그리고 3종은 검정 무효 및 검정불허가 처분을 중복으로 받았다. 이는 과학 교과가 학부나 총독부의 검열로부터 다른 교과에 비해 상대적으로 자유로운 편이었지만 일제가 점차 교과서 통제를 강화하면서 과학 교과서에도 통제를 가하고 있었음을 나타내는 것이다.

• 대한화학회지
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• 제62권3호
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• pp.214-225
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• 2018

본 연구에서는 우리나라 과학과 교과서에서 열과 열에너지 용어를 어떻게 정의하고 어떤 의미로 사용하고 있는지, 그리고 과학의 영역별로 이 용어들의 사용 의미에 차이가 있는지 알아보고자 하였다. 이를 위해 2009 개정 교육과정에 의한 초 중 고 과학과 교과서 52권의 내용을 분석하였다. 열 용어의 정의는 중학교 과학(1)과 고등학교 물리 I, II 교과서에서 제시되는데, 대부분의 교과서가 열을 "온도 차이에 의해 이동하는 에너지(유형 I)"로 정의하였고 물리 I 교과서 1종에서만 "온도 차이에 의한 에너지의 이동(유형 II)"으로 정의하였다. 열에너지 용어의 정의는 대체로 중학교 과학(2)와 고등학교 물리 I 교과서에 제시되는데, 물리 I 교과서는 "분자 운동 에너지(유형 III)"로 정의하였지만 과학(2) 교과서에서는 유형 I 또는 "물체의 상태나 온도를 변화시키는 에너지(유형 IV)"로 정의하였다. 교과서 본문 서술에서 열 용어는 주로 유형 I 또는 유형 III의 의미로 사용되었고, 열에너지 용어는 주로 유형 III의 의미로 사용되었으나 고등학교 물리와 화학 교과서에서는 유형 I의 의미로 사용되기도 하여 열과 열에너지 용어를 혼용하고 있었다. 과학의 영역별로 보면 열과 열에너지 용어를 물리와 화학에서는 주로 유형 I과 유형 III의 의미로 사용하였고, 생명과학과 지구과학에서는 주로 유형 III의 의미로 사용하여 영역별로 차이가 있었다.

• Communications for Statistical Applications and Methods
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• 제7권1호
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.