• Journal of Korean Elementary Science Education
• /
• v.31 no.3
• /
• pp.347-357
• /
• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• Journal of The Korean Association For Science Education
• /
• v.39 no.6
• /
• pp.767-775
• /
• 2019

This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.

• Journal of the Korean Society of Earth Science Education
• /
• v.15 no.2
• /
• pp.224-234
• /
• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.

• Journal of Korean Elementary Science Education
• /
• v.26 no.5
• /
• pp.499-508
• /
• 2007

The purpose of this study was to examine the features of the standards of classification, prediction and reasoning in foreign national science standards and the characteristics of these inquiry processes in the Korean science textbooks. The inquiry process of classification was found less frequently rather than observation and measurement. 'The classification of one character' was much more contained than the higher level of classification, 'the classification of composit character'. For the inquiry process of prediction, most of prediction was 'prediction from experiment result'. In the level of prediction, 'basic prediction' was found more frequently than 'operation prediction'. The inquiry process of reasoning was found more frequently than classification and prediction and was increased in the higher grade textbooks. In the level of reasoning, the higher grade textbooks included 'secondary reasoning' rather than 'simple reasoning'.

• Journal of Internet Computing and Services
• /
• v.25 no.3
• /
• pp.9-18
• /
• 2024

Digital therapy has emerged as a novel treatment modality, propelled by advancements in information and communication technology. In the last five years, there has been a substantial surge in research publications addressing digital therapeutics (DTx) interventions, signaling a sustained upward trajectory in this field. The dynamic nature of computer science, marked by continuous innovation and development, underscores the need for agile adaptation to rapid changes. Consequently, computer science education is compelled to offer students insights into the latest trends. This research endeavors to contribute to the evolving landscape by developing textbooks that impart knowledge about DTx, an integration of information technology. The study focuses on the application of these textbooks to elementary and middle school students in South Korea. The instructional materials have been carefully organized to enable students to learn about the principle of Attention Deficit Hyperactivity Disorder (ADHD) DTx at the elementary level and the DTx that can prevent and address the digital drama at the middle school level. Based on the application of the textbook, students who received instruction using the textbook showed statistically significant improvements in all subcategories of creative problem-solving ability, including idea modification, visualization, task focus, analogy, idea generation, and elaboration (p<.01). Additionally, there were statistically significant changes in students' self-efficacy before and after using the textbook, with negative efficacy decreasing, and positive efficacy and social efficacy increasing (p<.001).

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.194-209
• /
• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Journal of The Korean Association For Science Education
• /
• v.23 no.5
• /
• pp.470-483
• /
• 2003

This study analyzed the evolutionary content in 13 textbooks developed from the first to the 6th high school biology curriculum, The content analysis of textbooks, which were delineated nine component, was performed on the 80 evolutionary categories, According to the result, the proportion of the total evolutionary content in textbook increased from the textbooks developed by the Ist curriculum to the textbooks developed by the 6th curriculum, but the proportion of 'main narrative' in total evolutionary content was gradually decreased. It also showed that biology curriculum and points of view of textbook writers influenced on the proportion of evolutionary contents. On the whole, the topics of analysed textbooks exhibit insufficient diversity, Any categories- 'group selection', 'gene selection', 'gaps in fossil record', 'co-evolution', 'punctuated equilibrium', 'mosaic evolution', 'place of labor in human evolution', 'human race differentiation', 'criticism of "ontogeny recapitulates phylogeny", and 'human activities affecting evolution' - were not treated and others - 'theory of neutralism', 'theories of major episodes(excepting extinctions) found in the geologic time scale', 'sympatric speciation', 'clinal and area-effect speciation', 'polyploidy and evolution', 'gradualism' and 'evolution and origin of mammals' - were treated very lightly, the most emphasized topic was 'phylogeny in general' and 'formation of precells', 'miscellaneous' in the order of emphasis. 'Theory of natural selection' was lightly treated as just one of evolutionary theory though it should be emphasized as major theme of evolution. Also, the law of recapitulation, of which biologists doubt the validity, was discussed as an evidence of evolution in some textbooks. And the agents of genetic equilibrium disruption like genetic drift and migration were treated as of little importance. On the basis of above result, it was suggested that the textbook writers introduced the more meaningful evolutionary topics focused the theory of natural selection in explanation of evolution and evolution theory.

• Child Health Nursing Research
• /
• v.19 no.4
• /
• pp.282-290
• /
• 2013

Purpose: The purpose of this study was to analyze life respect-related content in the 7th to 10th grade textbooks of middle and high schools. Methods: Sixty two textbooks adopted as middle and high school textbooks were analyzed for content on life respect. Results: There were 6 categories related to life respect content in the 7th to 9th grade textbooks ("prevention of accidents and the first-aid", "mental health", "sex and health", "prevention of drug abuse, smoking and drinking", "normal life and health", and "society and health"). Content on life respect in the 10th grade textbooks was categorized as "drug abuse, smoking, drinking, and health", "sex and health", "mental health", "life science and treating human life too lightly", "normal life and health", and "society and health". Conclusion: Content on life respect attached importance to more practical issue such as prevention of violence and suicide rather than fundamental understanding about self and life. These results suggest that the content on life respect should help adolescents find their own values and meaning of life within the concept of coexistence.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.71-82
• /
• 2021

Learning efficiency can be maximized by careful matching of text features to expected reader features (i.e., linguistic and cognitive abilities, and background knowledge). The present study aims to explore whether this systematic principle is reflected in the development of science textbooks. The current study examined science textbook texts on 20 measures provided by Auto-Kohesion, a Korean language analysis tool. In addition to surface-level features (basic counts, word-related measures, syntactic complexity measures) which have been commonly used in previous text analysis studies, the present study included cohesion-related features as well (noun overlap ratios, connectives, pronouns). The main findings demonstrate that the surface measures (e.g., word and sentence length, word frequency) overall increased in complexity with grade levels, whereas the majority of the other measures, particularly cohesion-related measures, did not systematically vary across grade levels. The current results suggest that students of lower grades are expected to experience learning difficulties and lowered motivation due to the challenging texts. Textbooks are also not likely to be suitable for students of higher grades to develop the ability to process difficulty level texts required for higher education. The current study suggests that various text-related features including cohesion-related measures need to be carefully considered in the process of textbook development.

• Journal of Korean Elementary Science Education
• /
• v.40 no.4
• /
• pp.480-497
• /
• 2021

This study intends to explore the content and organization characteristics of elementary school science textbooks in the astronomical domain from the perspective of understanding the astronomical spatial concept. This study analyzed the relevant unit of the achievement criteria in the 2015 revised science curriculum for the 'space' domain in elementary school science textbooks in comparison with that in secondary school textbooks according to the spatial concept analysis criteria by texts, illustrations, and inquiry activities. As a result, elementary school science textbooks were found to be organized around phenomena rather than concepts, targeting observable celestial bodies linked to real life in order to optimize the amount of learning content. However, the learning contents of astronomical observation related to observation and phenomena-centered real life should stimulate the curiosity and imagination of elementary school students and encourage their intellectual participation. Students need to be supported for understanding of the spatial concept to find an answer to the question of 'why'. The content organization for core concepts should be organized around the transferable spatial concept rather than simply focusing on presenting results by accurately describing the phenomena observed by students through scientific practice in order for students to answer various questions that arise in the course of scientific practice.