• Title/Summary/Keyword: Textbook Development

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A Development of The Practice Subject in Electronic Circuit Textbook of Industrial High School (실업계 고등학교 전자회로 실습 과제 개발)

  • Jang, Ki-Hoon;Lim, Dong-Kyun;Shin, Seung-Jung
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.10 no.6
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    • pp.293-299
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    • 2010
  • This paper is about a development of effective practice subject in electronic circuit textbook of industrial high school. This paper introduces generally about the practice subject in electronic circuit textbook of industrial high school of the 7th National curriculum and presents problem of current practice and makes an alternative idea that improve current practice. The contents of current electronic circuit textbook of industrial high school have variety topics and these topics are independence and separated. So students have some problems to apply of learned knowledge. Therefore, researcher improved the various electronic circuit practice in current electronic circuit text book and added new practice and manufactured a electronic circuit module based on these circuits. And researcher suggested new practice subject what useful electronic equipment that assembled module of result of electronic circuit practice of each section. When the last subjects are accomplished the students may have feel of achievement and high study effect from these practice. The practice subjects of this paper were manufactured after verification and tested it's performance by computer simulation program.

Comparison of Internal and External Frameworks for Units on Magnets in Elementary Science Textbooks First Developed by the Authorization System (검정제에 의해 최초 개발된 초등과학교과서들의 자석 단원에 대한 내외적 체제 비교)

  • Seongsoo, Jeon
    • Journal of The Korean Association For Science Education
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    • v.42 no.5
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    • pp.525-542
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    • 2022
  • The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.

Concerns and Difficulties in Applying the National Curriculum in the Process of Developing Science Textbooks: Focused on 'Integrated Science' of the 2022 Revised National Science Curriculum (과학 교과서 개발 과정에서 교육과정 적용에의 고민과 어려움 -2022 개정 과학과 교육과정의 '통합과학'을 중심으로-)

  • Bongwoo Lee;Jaeyong Park;Jeongwoo Son;Ki-Young Lee;Wonho Choi;Kew-Cheol Shim
    • Journal of The Korean Association For Science Education
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    • v.44 no.2
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    • pp.219-229
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    • 2024
  • The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

Introduction of AI digital textbooks in mathematics: Elementary school teachers' perceptions, needs, and challenges (수학 AI 디지털교과서의 도입: 초등학교 교사가 바라본 인식, 요구사항, 그리고 도전)

  • Kim, Somin;Lee, GiMa;Kim, Hee-jeong
    • Education of Primary School Mathematics
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    • v.27 no.3
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    • pp.199-226
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    • 2024
  • In response to the era of transformation necessitating the introduction of Artificial Intelligence (AI) and digital technologies, educational innovation is undertaken with the implementation of AI digital textbooks in Mathematics, English, and Information subjects by 2025 in Korea. Within this context, this study analyzed the perceptions and needs of elementary school teachers regarding mathematics AI digital textbook. Based on a survey conducted in November 2023, involving 132 elementary school teachers across the country, the analysis revealed that the majority of elementary school teachers had a low perception of the introduction and need for mathematics AI digital textbooks. However, some recognized the potential for personalized learning and effective teaching support. Furthermore, among the core technologies of the AI digital textbook, teachers highly valued the necessity of learning diagnostics and teacher reconfiguration functions and had the most positive perception of their usefulness in math lessons, while their perception of interactivity was relatively low. These findings suggest the need for changing teachers' perceptions through professional development and information provision to ensure the successful adoption and use of mathematics AI digital textbooks. Specifically, providing concrete and practical ways to use the AI digital textbook, exploring alternatives to digital overload, and continuing development and research on core technologies.

Development and Effect Analysis of Web-Based Instruction Program to Prevent Elementary School Students from Safety Accidents (초등학생의 안전사고예방을 위한 웹기반수업 프로그램 개발 및 효과분석)

  • 정은순;정인숙;송미경
    • Journal of Korean Academy of Nursing
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    • v.34 no.3
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    • pp.485-494
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    • 2004
  • Purpose: This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. Method: The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and ${\chi}^2$test, t-test, and repeated measure ANOVA. Result: First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. Conclusion: We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

Study of Textbook Development of Computer Education Based on the 7th Curriculum Reform - Focused on Middle School Education (제7차 교육과정 개정에 따른 교과서 교재 개발에 관한 연구 -중학교 컴퓨터 교과를 중심으로-)

  • Kim, Min-Kyeong;Kwon, Hye-Eryun;Choi, Sung-Hee;Tae, Won-Kyung
    • Journal of The Korean Association of Information Education
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    • v.5 no.2
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    • pp.170-184
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    • 2001
  • At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.

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Elementary School Teachers' Perceptions on Effects of 'Basic Inquiry' Units in Experimental Grade 3~4 Science Textbooks developed for 2009 Revised National Curriculum (2009 개정 교육과정에 따른 초등학교 3~4학년 과학 교과용 도서 실험본의 '기초탐구' 단원의 효과에 대한 초등학교 교사의 인식)

  • Lee, Dae-Hyung;Kang, Hunsik;Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.30-43
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    • 2014
  • 'Basic Inquiry' unit was newly included in the grade 3~4 science textbook developed for 2009 revised national curriculum. The unit deals with six basic inquiry skills such as 'observation', 'measurement', 'classification', 'prediction', 'inference', and 'communication'. This study investigated elementary school teachers' perceptions on the effects of 'Basic Inquiry' unit by questionnaires (N=104 for pre-survey, N=90 for post-survey). The results showed that how the teachers have taught basic inquiry skills before this new textbook and how they perceived the educational effects of the unit after experimental teaching period in three aspects; development of basic inquiry skills, facilitating science learning in other units, and implementation of open inquiry. The reasons of positive perceptions as well as negative perceptions were analyzed and discussed with the suggestions for further study.

Analysis of Questioning Strategies of Elementary $3rd{\sim}6th$ Science Textbooks (초등학교 $3{\sim}6$학년 과학 교과서의 질문 방략 분석)

  • Ryu Jae-In;Han Kwang-Lae;Kim Hyo-Nam;Park Kuk-Tae
    • Journal of Korean Elementary Science Education
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    • v.25 no.2
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    • pp.109-117
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    • 2006
  • The purpose of this study was to examine the questioning styles of $3rd{\sim}6th$ elementary science textbooks in terms of frequency, type, and placement of questions. This paper also sought to analyse and compare the kinds of scientific inquiry processes elicited by the questions in the content domains of textbooks. The instrument used was the Textbook Questioning Strategies Assessment Instrument (TQSAI). The average number of questions per book was 129 and the ratio of questions to sentences was 31.9%. The results were summarized as followings. First, many science textbook questions were used for the purposes of explanation or identifying levels of teaming. Second, process skills were located in each content domain, although it was not affected meaningfully. Third, the number of text question was below 3 in each elementary science class. Therefore, an effective questioning development framework is clearly needed for elementary science instruction.

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An Analysis of Compatibility and Usability of Digital Textbook and Device in The Smart Classroom (스마트 교실에서 디지털교과서와 디바이스 호환성, 사용성 분석)

  • Choi, Sang-hyeon;Park, Dea-woo
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2016.05a
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    • pp.338-341
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    • 2016
  • Smart Education began with the smart generation. But It did not activated and stopped Provisionally. Because Digital contents for smart education are low quality, and education devices are expensive. In this paper, we analyze compatibility and usability of essential digital textbook and device in smart education. Through this paper to indicate the optimum effectiveness in using a limited budget. To activate the smart education spread again. To enhance its position as the home of Smart Education. Improve the quality of education and to contribute to the future development of the nation.

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A Study on the Elementary Computer Education Invigorating Policy based on Analysis of the Computer Textbooks (초등학교 컴퓨터 교과서의 분석을 통한 컴퓨터 교육의 활성화 방안에 관한 연구)

  • Jeong, In-Kee
    • Journal of The Korean Association of Information Education
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    • v.14 no.1
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    • pp.53-60
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    • 2010
  • The "Information and Communication Technology Education Guidelines" were revised in December, 2005. However, the revised guidelines are not propagated in the elementary school. One of the reasons is that the textbook is not faithful to the revised guidelines. We analyzed the elementary computer textbooks published on and after June 2006. In the result, the contents of many textbooks are not based on the "Information and Communication Technology Education Revised Guidelines". Especially, "Understanding of the Information Processing" and "Comprehensive Activities" areas are not faithful to the revised guidelines. Therefore, the systematization of the textbook screening system, participation of the computer education expert, development of the detailed curriculums, and training of the elementary teachers are essentials for invigorating of the elementary computer education.

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