• Journal of Korean Classical Literature and Education
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• no.35
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• pp.5-46
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• 2017

This study aims to investigate the context of materials in literature textbooks and the awareness about the educational value of classical literature, as part of an interest in literature education phenomena. This study accepts the premise that textbooks affect the practice of classical literature education and, in particular, materials in textbooks are chosen according to the intentions, demands, and perspectives of education in specific social conditions. I divided the educational value of classical literature into two categories, classical and literary value, and investigated the actual conditions and context of materials of literature textbooks based on the 2009 revised curriculum and the 2011 revised curriculum. Classical literature is generally alienated and excluded; contemporary literature materials are mostly included and organized in the domains of 'the role of literature', 'reception and production of literature' and 'literature and life.' In addition, the tendency to heighten classical value and diminish literary value is deepening. In order to solve the problem that classical literature is only included as the product of the past, changes must be made not just to the curriculum, which are external changes, but to the awareness of the essence of classical literature, which are internal changes. Above all, generality as 'literature' and the sense of distance about space and time as 'classic' should be connected to various relationships which respond to problematic situations and the demands of learners. Based on the relationships, we can expect a rich diversity of contexts and aspects of included classical literature. In addition, an extension of the width and scope of included classical literature is anticipated. The reduction of workload, the advent of the concept of capability and the dissolution of traditional literature concepts are the changes of external environment, which is continuously requiring renewed investigation into classical literature beyond simple appropriateness.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.363-370
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• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Journal of the Korean earth science society
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• v.35 no.6
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• pp.439-466
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• 2014

Since the unification of the diverse oceanic current maps of the East Sea in secondary school science textbooks has recently been accomplished, there have been increasing requirements for the production of a current map of the Yellow Sea (YS) and the East China Sea (ECS). This study, as its first attempt, facilitated the prospective production process of the unified oceanic current maps in YS and ECS by analyzing the maps of scientific articles and those of the present textbooks as of 2014. First of all, the analogue current maps of the textbooks and scientific articles were digitalized to retrieve the characteristics of current maps quantitatively and to make intercomparison of the maps. The currents of both YS and ECS such as the Kuroshio Current, the Taiwan Warm Current, the Tsushima Warm Current, the Yellow Sea Warm Current, the Chinese Coastal Current, the Korea Coastal Current, and the Changjiang River Flow were selected and analyzed. We made 18 items to investigate the paths of the currents. Analyses of the oceanic current maps of secondary school science textbooks and scientific articles with respect to the selected criteria revealed that the current maps of the textbooks were considerably different from the up-to-date knowledge of the current maps acquired from the scientific articles. In addition, since the currents of YS and ECS have strong seasonality, we suggest that they should be presented with at least two current maps for summer and winter in the textbooks, which may go through active discussions among experts.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.432-443
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• 2002

This study is to investigate the level of science learning concepts presented in life and matter fields of the 7th science textbooks. 6 units were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion' of life field, and 'three states of matter', 'molecular motion', 'a change of state and the energy' of matter field. The gross number of concepts was 305 in life field, and 73 in matter field of the 7th science textbooks. Among publishing companies, the number of concepts was a little difference. Much more concepts in life field were presented than those in matter field. Percentages of the number of concrete and formal concepts were 58% and 42% in life, and 14% and 86% in matter field. The ratio of the number of concrete versus formal concepts was different between life and matter field. Thus, it is implied that science learning concepts are presented considering cognitive level of learner, and unit and content are constructed on the basis of properties of science fields in developing science curriculum and textbooks.

• The Mathematical Education
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• v.42 no.3
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• pp.295-302
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• 2003

The purpose of this study is to make more reliable researches on the tendency of shirking from the mathematics by including those of the students in the other country, and there are a series of researches such as 'math-camp to raise the mathematical tendency of the students who make little progress in the study', 'establishment of factors causing the shirking tendency from the mathematics and development of the analyzing instruments for it' and 'study on the preference to each category of the school mathematics.' For this purpose, I used a test developed by the shirking tendency research team. I compared the average score and standard deviation between the Korean and the Australian students. As for the average score, that of the Australian elementary school students is about one point higher than the Korean students, and there was no remarkable difference in the deviation. Comparing the math-shirking tendency of the two groups, they show higher shirking tendency in the aspects of emotional and mathematical recognition that belong to the psychological and environmental sphere. And, as for an extent of association in difficulties according to each school grades, its degree of the Australian students is comparatively lower than that of the Korean students, therefore, the shirking tendency of the Australian students is intermediate level whereas that of the Korean students is the lowest. They show us a peculiar result in teacher factor. It is noteworthy in that the Korean students show a positive reaction in that factor, however, the Australian students show a comparatively weak reaction. It might be caused by a cultural difference. I also have compared the accumulated percentage according to each shirking tendency factors. It will not only be very efficient for teachers to establish a teaching plan but also a good data to understand the shirking tendency of each student. This will be a very good data for the planners of teaching policy to remedy the causes of shirking tendency. And, it will also be used effectively to write a new textbook. It has been uncommon that a psychological test is used in the research for the improvement of teaching and learning mathematics. In this aspect, I am sure that this study including the preceding research will be a good in studying the shirking tendency factors by using a psychological test. I believe that this research will be a help to grasp the outline of the shirking tendency and I will have to try continuously to make it be a reasonable and reliable study.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of the Korean Chemical Society
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• v.58 no.2
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• pp.210-220
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• 2014

In this study, the illustrations in the 27 middle school science textbooks developed under the 2009 Revised National Curriculum were analyzed in the aspect of gender-role stereotype, and the results were compared with those of the 2007 Revised National Curriculum. The results of the analyses revealed that male pupils in the illustrations appeared more frequently than female pupils at all grades, and that the gender gap of pupils appeared in the illustrations slightly increased in comparison with those of the precedent curriculum. Similar to those of the precedent curriculum, the gender gap in other activities were particularly large regardless of publishers. In the illustrations of adults, the frequencies of male outnumbered female, and highly gender biased compared with those of pupils to mean that gender bias in the illustrations of adults were not improved at all. While the ratio of female was high in house works, that of male was high in outdoor activities regardless of publishers. The gender gap in outdoor activities increased in comparison with that of the precedent curriculum. Most occupations illustrated were male-dominated, and the majority of scientists were portrayed as male.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.393-404
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• 2007

The purpose of this study was to identity scientific models included in the Earth domain of the $10^{th}$ grade science textbooks. Three earth science-related chapters in each of 11 trade books were analyzed. A framework was developed and used to classify a scientific model from three different perspectives: medium of representation, method of representation, and mobility of a model. Results showed that the science textbooks utilized domain-specific models in which the nature of sub-areas of earth science was embedded. That is, the unit of 'Change of the Earth' included many iconic models that represented the inaccessible inner structure of the earth and the movement of the tectonic plates. These were also two-dimensional pictorial and static models. In the chapter of 'Atmosphere and Oceans', symbolic and diagrammatic models were dominant in use, which included weather maps and contour line graphs of sea surface temperature and salinity. The unit of 'Solar System and Galaxies' showed the highly frequent use of iconic and analogical models for the large-scale celestial objects and their movements. Implications for earth science education and relevant research were discussed.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.279-287
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• 2018

In this study, we analyzed the explanations and examples of Brønsted-Lowry model in Chemistry I and Chemistry II textbooks of the 2009 revised curriculum. In particular, the definition of the Brønsted-Lowry model, the examples, and the content of experiments were analyzed by the process perspective of chemical equilibrium, emergent process. The analyzed textbooks were 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks in 2009 revision curriculum. As a result, Chemical I textbooks did not adequately show the chemical equilibrium viewpoint when explaining the Brønsted-Lowry model. In the Chemistry II textbooks, the examples of Brønsted-Lowry model were not present emergent process viewpoint, and those were described as sequential viewpoint of Arrhenius model. In addition, examples of experiments to demonstrate the Brønsted-Lowry model of Chemistry II textbooks were insufficient. The experimental examples related to the definition of acid bases were at the level of classification by the color change of indicators. The experimental examples for explaining the strength of acid and base were to compare current intensity or amount of hydrogen gas generated from the reaction with metal. In addition, all textbooks presented the state of aqueous solution when describing the Brønsted-Lowry model, causing problems with differentiation from the Arrhenius model. Therefore, it is necessary to develop examples of experiments to help students understand Brønsted-Lowry model by presenting acid and base reaction in the non-aqueous solution state.