• Korean Journal of Health Education and Promotion
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• v.31 no.2
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• pp.41-53
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• 2014

Objectives: The purpose of this study was to evaluate the education contents on safe use of medications in healthcare textbooks for elementary, middle and high schools. Methods: We examined 6 textbooks for the $5^{th}$ grade, 4 textbooks for middle school, 3 textbooks for high school, and 5 education materials published by the Korea Food and Drug Administration, National Health Insurance Service, and Seoul City Government. To evaluate the contents in health textbooks, we developed the 30 evaluation items. Results: Middle school textbooks had the most educational contents followed by high school and elementary school textbooks. Public education materials for the teenagers included more educational contents than those for children. The education material published by National Health Insurance Service had the highest score and the rest of the books earned under 15. And there were no core contents in medication education. Conclusions: Medication education through health textbooks should be strengthened to raise the level of medication awareness, to use medications safely, to prevent the drug abuse and misuse, and to establish the responsible judgment of medication information in the mass media. The current contents were found to be insufficient to meet these goals of medication education.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.639-644
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• 2007

This study intended to examine the differences through comparative analysis of the illustrations in the 3rd - 6th grade elementary science textbooks. The analysis of the types and illustrations in the Korean and American textbooks revealed that the textbooks of both countries provide many photographs and illustrations, so as to deliver data mainly in the form of realistic illustration. In Korean textbooks, pictures and cartoons were mainly used with photographs to guide the students into experiments and to enhance their interests and curiosity. In contrast, the American textbooks place more emphasis on diagrams and photographs to train the students in analyzing and interpreting data. The Korean textbooks should place more emphasis on the diagrams in order to encourage elementary school students to analyze and interpret the given data. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considered in future Korean textbooks.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.201-215
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• 1998

This study analyzed the contents of "Reading" textbooks for 1st-6th grades. The focus of the analysis was on philosophical thinking methods designed to help children to think for themselves. Following the analysis, methods were designed for the application of effective use of Philosophy in the elementary school curriculum. Analysis of works of children's literature in "reading" textbooks show patterns of logical, ethical and creative thinking. Therefore, "reading" textbooks can be used to help children to think philosophically. Five stages of discussion can be applied in the classroom; these are: establish the issues, outline the process of discussion, discuss the issues, evaluate and summarize the discussion, apply the learning to other subjects. Teachers can use philosophical thinking methods to improve the quality and quantity of instruction with various questions, having children express their opinions, interpreting their thoughts clearly, maintaining logical consistency, and evaluating the procedures and results of discussion. These methods can be used in the teaching-learning process in the elementary school to develop rich findings and meaningful communication.

• Child Health Nursing Research
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• v.23 no.1
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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.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.471-488
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• 2009

This study aims to analyze the illustrations of social studies textbooks in order to find both sex-stereotypes and changing trends of sex-stereotypes last 60 years. For the study, 56 textbooks of elementary social studies of grades 3 to 6 are collected from the first to seventh national curriculum. The illustrations of social studies textbooks are analyzed from two different perspectives. First, it analyzes the numbers of male and female appearances in the work place of the textbook illustrations. Second, it analyzes sex-stereotypes in the work place. Through the analysis, this study tried to find changing trends of sex-stereotypes last 60 years in the illustrations of social studies textbooks. The findings and suggestions are as follows. First, we need to make more female appearances in the illustrations in order to make female and male appearances balanced in the textbooks. Second, we need to make more female appearances in the work place, especially providing more female appearances in the illustrations of high-ranking jobs. Third, we need to present male and female characters more balanced in a variety of life situations, thereby contributing to the equal and just society to come in the near future.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.299-308
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• 2005

This study attempts to analyze fifteen computer textbooks for the first and second grades in Korea. The textbooks were analyzed by content selection and organization. Evaluation criteria from previous works were selected for this computer textbook study. By analyses of current computer textbooks, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Also, the textbooks provide various activities, practices, and teaching methods, but they do not provide examples of cooperative learning. They do not provide opportunities for individual learning, advanced learning, or remedial learning.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.1-13
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• 2010

According to the 2007 national curriculum amendment, new 'informatics' textbooks have been used since 2010 as a textbook for middle school first graders and will eventually be used in other grades. However, only a few studies that have evaluated the 'informatics' textbooks, have been performed. What is worse is the fact that none of the evaluating tools even exist. Therefore, we propose the criteria of selecting 'informatics' textbooks in middle school. Its contents can be summarized as follows: First, this paper classifies previous studies on textbook evaluation into general criteria of selecting textbooks, method of textbook analysis based on how inquisitively students can learn and previous studies which analyzed existing secondary school 'informatics' textbooks and propose the criteria of selecting 'informatics' textbooks in middle school. Second, using the proposed selection criteria for 'informatics' textbooks and other evaluation criteria, five kinds of informatics textbooks were analyzed. Furthermore, it is expected that we can use the selection criteria as a material to choose the new 'Information science' textbooks, and to suggest alternative directions of future studies in the area of evaluating 'Information science' textbooks.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.15-25
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• 2002

The purpose of the study is to analyze the technology$.$home economics textbooks of family life in the 7th curriculum for the middle school students and the direction of future policy to improve the curriculum for further revision. For this purpose, 10 different textbooks prepared for 7th Curriculum and published in 2001 were examined and obtained the following major findings 1. It was gradually strengthened that the part of family life in home economics textbooks for middle school students. 2. The part of family life in technology$.$home economics a in middle school textbooks of the 7th curriculum tried to adapt diverse learning programs and many fixtures were included to improve its learning efficiency. 3. Since the contents of family life parts in technology$.$home economics textbooks consisted of practically and empirically appliable. it must be suite useful for the middle school students.