• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.480-493
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• 2005

The development of modem technology made people more aware of the importance of science education, which was followed by research on textbooks based on the new curriculum. This study compared physics textbooks that were published after the new curriculum started in 2000 and 2002 in Korea and Japan, respectively, and aimed to become a reference for further improvement of science curriculum and textbook reform. The results were as follows : 1. The number of teaching topics in Korean science textbook is greater than those in Japan. 2. In detail, the field of physics appeared to be relatively more important in Korea's textbooks, while it was the field of biology that was given more weight in textbooks in Japan. 3. The textbooks in Korea and Japan covered in more detail the concepts of 'power and energy' and 'electricity and magnetism', respectively. 4. The textbooks in Korea introduced the contents of magnetism initially, whereas their counterparts in Japan, the contents of light. As a whole, the contents of the science textbooks in Korea and Japan were very similar. However, more detailed concepts were included in Korea's textbooks, and therefore, Korea's textbooks seemed to have richer contents than Japan.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.789-804
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• 2012

We developed $21^{st}$ century scientific literacy assessment instrument and applied it to explore the contents of seven Korean science textbooks. The $21^{st}$ century scientific literacy assessment instrument involved three dimensions (habits of mind, character and values, science as human endeavor). Each dimension consists of three sub-dimensions. Five science education experts assessed the content of textbook using criteria. We discussed issues in which the examiners responses did not match and reached an agreement on initial disagreement. As a result, we found that most Korean textbook contained contents on habits of mind, especially, communication, collaboration, and information management. We also found that most materials lacked information about character and values and science as human endeavor. Based on the result, we suggest that researchers and science educators need to consider all dimensions of the $21^{st}$ century scientific literacy when they develop curriculum and teaching materials. In addition, the rubric for $21^{st}$ century scientific literacy can be adopted as an assessment tool for examining curriculum, teaching materials.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.36 no.3
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• pp.587-594
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• 2016

Even though accidents occurred inside urban railway stations demage not only one person, but also surrounding people, it can be prevented by cautious actions. This research aims at infants and children, which can maximize the educational impacts, to develop a safety textbook which can educate safety rules and behavioral know-how to reduce the accidents occurred in urban railway stations, and at parents and teachers to gather opinions through surveys on the research's future direction. This research conducts a case study and comparison analysis on domestic and foreign safety manuals, which is organized in a book form of fairy tales educating safety rules for readers to utilize the urban railway by steps from boarding to taking off. Through a survey we conducted for parents and teachers as providing the safety textbook developed through this research, we could get the positive evaluations and gather opinions on the future research direction. The safety textbook developed in a form of fairy tale book through this research is for infants and children to use the urban railway in a safe manner, which is expected to evoke the interests and curiosity and create the educational impacts on users.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.445-459
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• 2018

The purpose of this study is to provide a method to help elementary school students learn ratio-related concepts effectively through visual representations. This study was conducted to identify the differences in the composition of ratio-related concepts between Korean and Singaporean textbooks, reconstruct a unit of proportional expressions and distributions by using visual representations and confirm the differences in performance between an experimental and a comparison group of 6th grade students. While the experimental group mathematics lessons is from the reconstructed textbook, the comparison group lessons is from an existing textbook that does not include any reconstructive representations. A t-test of mean was applied to determine the differences between the experimental and comparison group. Analysis revealed significant differences in the mean between the experimental group and the comparison group, and the intermediate level group showed more improvement compared to the higher and lower level groups. An implication of this study is that the application of visual representations can assist students' understanding of ratio-related concepts.

• The Mathematical Education
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• v.62 no.2
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• pp.269-287
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• 2023

Matrix theory is widely used not only in mathematics, natural sciences, and engineering, but also in social sciences and artificial intelligence. In the 2009 revised mathematics curriculum, matrices were removed from high school math education to reduce the burden on students, but in anticipation of the age of artificial intelligence, they will be reintegrated into the 2022 revised education curriculum. Therefore, there is a need to analyze the matrix content covered in other countries to suggest a meaningful direction for matrix education and to derive implications for textbook composition. In this study, we analyzed the German mathematics curriculum and standard education curriculum, as well as the matrix units in the German Hesse state mathematics curriculum and textbook, and identified the characteristics of their content elements and development methods. As a result of our analysis, it was found that the German textbooks cover matrices in three categories: matrices for solving linear equations, matrices for explaining linear transformations, and matrices for explaining transition processes. It was also found that the emphasis was on mathematical reasoning and modeling when learning matrices. Based on these findings, we suggest that if matrices are to be reintegrated into school mathematics, the curriculum should focus on deep conceptual understanding, mathematical reasoning, and mathematical modeling in textbook composition.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.59-72
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• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.

• Journal of the Korean earth science society
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• v.45 no.5
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• pp.469-481
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• 2024

This study investigates how the middle school science curriculum influences conceptual changes among students regarding the direction of atmospheric pressure. To achieve this, a conceptual assessment based on pressure-related learning content from middle school grades one and three was administered to grade three students. The analysis revealed that despite having relatively correct concepts about atmospheric pressure and its direction related to molecular motion within containers learned in middle school grade 1 science, many students developed misconceptions that atmospheric pressure acts downward, as they learned Torricelli's experiment in middle school grade 3 science. These findings suggest that the organization of the curriculum and textbook content can significantly influence students' conceptual changes regarding atmospheric pressure. Therefore, when describing Torricelli's experiment in middle school science textbooks, it is proposed to emphasize not only the perspective of weight or one-directional action but also clarify the concept from grade 1 science that atmospheric pressure can act in all directions. Such efforts are deemed beneficial for the internalization and deep understanding of scientific concepts among students. Furthermore, educators who recognize these misconceptions in advance and design instructional models can preemptively minimize learners' cognitive conflicts and confusion. Additionally, the systematic development of strategies and guidelines by responsible institutions is necessary to ensure that accumulated research findings on misconceptions and textbook analysis are reflected in textbook content.

• Journal of Korean Society of Rural Planning
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• v.2 no.1
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• pp.39-48
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• 1996

The objectives of the study were to. 1) explain the seriousness of environmental problems and the importance of environmental education in rural development , and 2) explore more effective and efficient ways of environmental education for agriculture and rural development in Korea. The world has rapidly changed and concepts such as clientele -centered, efficiency, and globalization are flowing under this change. Agriculture or rural development is not an exception. In order for agriculture as an occupation and rural communities to have competitiveness in efficiency and attractiveness, it is important to develop and execute a well-planned program for agriculture and rural development. Otherwise, farmers and rural inhabitants will continue to leave the agriculture and rural areas. Frequent recent reports of newspapers on nit and water pollution, including nutrients and pesticides have brought attention to the seriousness of environmental problems in Korea. Environmental concerns should consider in planning and executing the rural development program. People want to get contamination-free foods, water and fresh air. They can and are willing to pay their money for high quality food, water and a better living environment, as their incomes have been increasing, Agriculture and rural communities may have competitiveness in these aspects. It is irony that environmental concerns makes the possibility of changes in agriculture and rural development in Korea. Environmental education will have an increasingly important role in agriculture and rural development. Environmental problems relate to the human behavior in various aspects. Many environmental problems are mainly rooted to people's ignorance and spending-habits, and lack of technology related to environment. These human behaviors are the focus that environmental education should teach and change. Environmental education has been carried out through various subjects in school education in Korea, but "Environment" in middle school and "Environmental Science" in high school were separated as a regular subject from 1996. Environmental education still has a lot of room for development from a theoretical frame work. Environmental education should be carried out as action-oriented, student-centered programs. Various teaching materials, programs and proper supporting budget should be developed so that environmental education fulfills its necessary role well in agriculture and rural development. A textbook about the environment alone will not guarantee a high quality environmental education.