• Journal of Korean Society of Rural Planning
• /
• v.16 no.4
• /
• pp.95-108
• /
• 2010

21st century has begun as an age of green growth. Development paradigms disregarding environmental sustainability are being changed and henceforth, stronger efforts should be made to discover and utilize green values. With the importance of green values, rural amenity which is in the spotlight as a new channel to change the way people think about depressed agriculture and rural community could be the key to discover green values of rural area. This study is to emphasize rural amenity and to rectify prejudiced and distorted contents of agriculture and rural community in agricultural highschool textbooks. By doing this, students of agricultural highschool who will lead agriculture in the future will come to recognize the importance of agriculture and rural area and discovering it's values. This study was done through analysis and development of contents in 39 kinds of textbooks of Agricultural highschool. A content analysis was employed to examine to what extent the contents on agriculture and rural community were reflected in the textbooks of agriculture highschool. And 262 new education contents formulating positive and exact rural amenity concept were developed and 62 of them were included in textbooks.

• International Journal of Advanced Culture Technology
• /
• v.9 no.4
• /
• pp.248-253
• /
• 2021

The aim of this study is to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of 15 English textbooks currently used in South Korea. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that South Korea has tried to cultivate Korean learners' cultural competence through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities.

• Journal of People, Plants, and Environment
• /
• v.24 no.5
• /
• pp.485-498
• /
• 2021

Background and objective: This study was conducted to find out the status of plant utilization in the current textbooks by analyzing the plants by grade and subject in the national textbooks for all elementary school grades in the 2015 revised curriculum in Korea. Methods: The data collected was analyzed using Microsoft Office Excel to obtain the frequency and ratio of collected plant data and SPSS for Windows 26.0 to determine learning content areas by grade and the R program was used to visualize the learning content areas. Results: A total of 232 species of plants were presented 1,047 times in the national textbooks. Based on an analysis of the plants presented by grade, the species that continued to increase in the lower grades tended to decrease in the fifth and sixth grades, the upper grades of elementary school. As for the number and frequency of plant species by subject, Korean Language had the highest number and frequency of plant species. The types of presentation of plants in textbooks were mainly text, followed by illustrations and photos of plants, which were largely used in first grade textbooks. In addition, as for the area of learning contents in which plants are used, in the lower grades, plants were used in the linguistic domain, and in the upper grades, in the botanical and environmental domains of the natural sciences. Herbaceous plants were presented more than woody plants, and according to an analysis of the plants based on the classification of crops, horticultural crops were presented the most, followed by food crops. Out of horticultural crops, flowering plants were found the most diversity with 63 species, but the plants that appeared most frequently were fruit trees that are commonly encountered in real life. Conclusion: As a result of this study, various plant species were included in elementary school textbooks, but most of them were horticultural crops encountered in real life depending on their use. Nevertheless, plant species with high frequency have continued a similar trend of frequency from the previous curriculums. Therefore, in the next curriculum, plant learning materials should be reflected according to social changes and students' preference for plants.

• English Language & Literature Teaching
• /
• v.12 no.4
• /
• pp.253-276
• /
• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• Journal of Korean Home Economics Education Association
• /
• v.10 no.1
• /
• pp.171-183
• /
• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• English Language & Literature Teaching
• /
• v.11 no.4
• /
• pp.287-304
• /
• 2005

Since Air and Correspondence High School (ACHS) in Korea was established in 1974, it has been serving many people who couldn't take the opportunities for learning in the regular high school due to several reasons. Regardless of the rapid change in technologies and educational needs during the past 31 years, however, ACHS hasn't changed much. Concerns have been recently made about the validity of the unchanged school system and many issues have been discussed relating to the innovation of the school system. Focusing on the teaching and learning contents, one of the important issues with respect to the school system, this paper examines the 7th English Curriculum for ACHS. The paper also investigates the textbooks used in ACHS to see how closely they align with the students' English proficiency and ACHS' instructional method by employing McDonough and Shaw's(1993) framework for textbook analysis. The results revealed that the current curriculum does not sufficiently reflect ACHS's characteristics, which leads to the adoption and development of inappropriate textbooks in terms of overall coherence, proficiency level, etc. The results suggest that the development of the curriculum and textbooks for ACHS should be based upon the students' needs and their level of proficiency rather than depending on the national curriculum and government-authorized textbooks intended for the relatively homogeneous school-age learners.

• Journal of Fisheries and Marine Sciences Education
• /
• v.20 no.1
• /
• pp.1-11
• /
• 2008

The purposes of this study are to analyze sex education content in high school textbooks and to suggest new guidelines for high school sex education content from a gender equality standpoint. The study analyzes sex-related content from high school textbooks based on the 7th curriculum, including subject areas such as Technical/Home Economics, Sciences, Physical Education, Social Studies and Moral Studies. The analysis relies on the framework of Sexuality Information and Education Council of the United States that covers 4 levels and 6 categories as well as the framework of Choi (2005) that includes 36 themes in 6 different categories. The results of this study are as follows: First, high school sex-related textbooks are focused mainly on human development and human relations. Secondly, there is a lot of level 3 sex education content within the analyzed textbooks. Third, there are gender inequality issues in the coverage of such topics as pregnancy, contraception and sexual violence. Fourth, there are also gender inequality problems caused by content level. This study recommends that gender inequality issues be included in high school sex education guidelines in the future in order to provide improved and appropriate content for high school level sex education.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.4
• /
• pp.51-59
• /
• 2012

In this paper, inquisitive tendency was analyzed within the 'problem solving method and process' section in high school informatics textbooks, which were adopted starting from 2011. Romey analysis was applied to each four section - text, data, activity, evaluation - in six textbooks. The results showed that the textbooks displayed a low level of inquisitive tendency since they were written without much of participation from students. Out of the sections that were analyzed, the section 'activity' showed the highest degree of inquisitive tendency. Also, based on the obtained results, we proposed ways to improve high school informatics textbooks.

• The Mathematical Education
• /
• v.58 no.4
• /
• pp.589-607
• /
• 2019

The study aimed to investigate what high-school students recognize mathematics textbooks and how they use textbooks in their learning mathematics in and out-of mathematics classrooms. For this purpose, we developed a set of interview questions in order to unpack what high-school students thought about mathematics textbooks and how they intended to use the textbooks for their learning mathematics. Eleven high-school students participated in the interview; the interview lasted for about an hour for each student. The data from the interviews were analyzed. The findings from the data analysis suggested as follows: a) the students seemed to consider mathematics textbooks as crucial medium for a mathematics classroom material and thus, they were likely to obliged to use the textbooks for preparing for not only tests and examination conducted regularly in schools but college entrance examination conducted nationwide; b) however, the students appeared to use the textbooks in limited ways in which they looked into the textbooks to prepare for mid-term or final exam only, not for their understanding mathematical contents as a main resource; and c) the students seemed to realize that they rarely have had an opportunity to develop mathematical thinking capabilities and understand mathematical ideas conceptually through the mathematics textbooks.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.2
• /
• pp.1-9
• /
• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.