• Journal of Science Education
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• v.38 no.3
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• pp.641-656
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• 2014

This study aimed at analyzing visual materials included in school science textbooks, specifically the textbooks for first semester courses of 3rd to 6th graders. The purpose was to provide directions for future textbooks by understanding the functions of the images in both pedagogical and social perspectives as well. The study was conducted by investigating the types, roles and socio-semiotic features of the images in science textbooks. The results were as follows. Firstly, the most used types of images in 2007 curriculum textbooks were photographs and drawn pictures. Uses of other visual aids than above were extremely rare. It was also found that as the educational level rises, the use of images for decorative functions drastically declined. The majority of the images were used in providing supplementary explanations or examples. This implies that the images effectively play the role of helping science education. In addition, more use of worksheets images was found, indicating that as educational level increases, students participate more actively in research sessions or data analysis. In socio-semiotic perspective, visual images showed high accessibility to students in 'Type of visual image', 'Function of visual image', 'Distance of shot', 'Horizontal angle of shot', 'Color moduation'. It was implied that there will a close correlation between the type, role and the socio-semiotic characteristics of visual images in textbooks. For example, photograph-type visuals were mostly used as supplementary references. And when applying the socio-semiotic analysis to photograph-type visuals, they showed 'real type', 'narrative-metaphor type', and 'shadow effect' among socio-semiotic features. Such correlations implied that knowing the type of the visual image may help determining the role of the image in the textbook to some extent, and also corresponding socio-semiotic characteristics. As a result, it was possible to infer how accessible certain visual images are to students. The above results have implications for the effective use of visual images in future textbooks.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.75-92
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• 1996

Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.63-79
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• 2020

This study aimed at analyzing the food safety units of technology and home economics textbooks, as 'safety' emerged as a key concept in the 2015 revised curriculum. From each textbook, the main text, auxiliary elements(including tables, figures, etc.), and related activities were analyzed. According to the results, first, the main texts emphasized the importance of food selection(3.08 pages), food safety hazards(2.93 pages), safe storage and management of food(2.63 pages), and meal preparation with safety and hygiene(0.98 pages). Secondly, when the auxiliary elements were examined, the food safety content was most often presented in the form of tables/illustrations/pictures, followed by supplementary learning materials, activities, captions, end-of-chapter summaries, the chapter introduction and review quiz, and unit introduction. Thirdly, most activities were individual activities rather than small group or collective activities and were focused on investigation, evaluation, craft, application, implementation, inference and judgment, utilization, and proposition. In conclusion, it is recommended for textbooks to evenly distribute the content in the main texts and auxiliary elements, and include more group activities when developing textbooks in the future.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.393-419
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• 2020

Trigonometry allows us to recognize the usefulness of mathematics through connection with real life and other disciplines, and lays the foundation for the concept of higher mathematics through connection with trigonometric functions. Since international comparisons on the trigonometry area of textbooks can give implications to trigonometry teaching and learning in Korea, this study attempted to compare trigonometry in textbooks in Korea, Australia and Finland. In this study, through the horizontal and vertical analysis presented by Charalambous et al.(2010), the objectives of the curriculum, content system, achievement standards, learning timing of trigonometry content, learning paths, and context of problems were analyzed. The order of learning in which the three countries expanded size of angle was similar, and there was a difference in the introduction of trigonometric functions and the continuity of grades dealing with trigonometry. In the learning path of textbooks on the definition method of trigonometric ratios, the unit circle method was developed from the triangle method to the trigonometric function. However, in Korea, after the explanation using the quadrant in middle school, the general angle and trigonometric functions were studied without expanding the angle. As a result of analyzing the context of the problem, the proportion of problems without context was the highest in all three countries, and the rate of camouflage context problem was twice as high in Korea as in Australia or Finland. Through this, the author suggest to include the unit circle method in the learning path in Korea, to present a problem that can emphasize the real-life context, to utilize technological tools, and to reconsider the ways and areas of the curriculum that deal with trigonometry.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.1-18
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• 2016

Patterns are of great significance to develop algebraic thinking of elementary students. This study analyzed teaching methods of patterns in current elementary mathematics textbook series in terms of three main activities related to pattern generalization (i.e., analyzing the structure of patterns, investigating the relationship between two variables, and reasoning and representing the generalized rules). The results of this study showed that such activities to analyze the structure of patterns are not explicitly considered in the textbooks, whereas those to explore the relationship between two variables in a pattern are emphasized throughout all grade levels using function table. The activities to reason and represent the generalized rules of patterns are dealt in a way both for lower grade students to use informal representations and for upper grade students to employ formal representations with expressions or symbols. The results of this study also illustrated that patterns in the textbooks are treated rather as a separate strand than as something connected to other content strands. This paper closes with several implications to teach patterns in a way to foster early algebraic thinking of elementary school students.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.196-208
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• 2019

This study analyzed achievement standards in the 2015 revised Science Education Standards as well as activities and assessment items in grade 7 science textbooks using science core competencies and subcomponents. Scientific participation and lifelong learning capacity was not involved in the achievement standards. Logical thinking of scientific thinking capacity, planning and carrying out investigation, analyzing and interpreting data, developing and using models, and constructing explanation of scientific inquiry capacity, collecting and selecting information of scientific problem solving capacity, and using various communication methods of scientific communication capacity were involved in the achievement standards. All five scientific core competencies including all subcomponents except rational decision making of scientific problem solving capacity and understanding and coordinating diverse thoughts of scientific communication capacity were involved in activities of science textbooks. All five scientific core competencies were involved in assessment items of science textbooks. Logical thinking and creative thinking of scientific thinking capacity, planning and carrying out investigation and constructing explanation of scientific inquiry capacity, identifying problems, collecting and selecting information, suggesting solutions, and performing of scientific problem solving capacity, using various communication methods, arguing based on evidence of scientific communication capacity, and being interested in science technology and society issues of scientific participation and lifelong learning capacity.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.418-431
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• 2022

In this study, we analyzed the form, presentation, and interactivity of external representations presented in the matter units of elementary school science digital textbooks developed under the 2015 Revised National Curriculum. The analytic framework of the previous study was modified and supplemented. The matter units in the 3rd-6th grade science digital textbooks were analyzed by dividing them into "body texts" and "inquiries" area. The results revealed that visual-verbal and visual-nonverbal representations were presented the most. Conversely, audial-nonverbal representations were presented at a high frequency only in the body texts, and audial-verbal representations were presented at a low frequency in both the body texts and the inquiries. Regarding the presentation, when verbal and visual-nonverbal representations appeared together, visual-verbal and visual-nonverbal representations were primarily presented together. In some cases where visual-verbal, audial-verbal, and visual-nonverbal representations were presented together, information on visual-verbal and audial-verbal representations was presented redundantly. Audial-nonverbal representations unrelated to contents were presented along with other external representations, and the frequency was particularly high in the body texts. Regarding the contiguity, no visual-verbal and visual-nonverbal representations were presented on different pages, and no audial-verbal representations were presented asynchronously with visual-nonverbal representations. Regarding the interactivity, explanatory feedback and low-level manipulations were mainly presented. Based on the results, implications to improve digital textbooks are discussed from the perspective of multiple representation-based learning.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.85-100
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• 2008

This study attempted to analyze the contents of Practical Arts(Technology Home Economics)Textbooks written by the 7th national curriculum in a gender equity education. The objective of this study was to suggest some improvements which should be solved in terms of gender equity in Practical Arts, Technology and Home Economics education through analyzing their teaching and learning contents. Quantitative analysis were carried out for the objective of this study, Practical Arts(Technology Home Economics)Textbooks were divided into Technology and Home Economics fields. The pictures and illustration were analyzed in terms of sexual discrimination considering the social status and role. The analysis results were as follows. First, there were few cases of sexual discrimination in the texts. On the other hand, there were some cases of sexual discrimination in the pictures and illustration. Considering the results of some studies carried out in the 6th national curriculum, many problems raised in a gender equity education standpoint in the studies were solved. However, there were some cases of sexual discrimination which should be improved in the textbooks written by the 7th national curriculum. Second, there were few cases of sexual discrimination in Practical Arts textbooks. On the contrary many problems in terms of gender equity education were found in the textbooks of Technology and Home Economics. This result may be caused by the characteristics of Technology and Home Economics. The traditional viewpoint toward Technology and Home economics Textbook needs to be changed. In other words, their textbooks have to include practical contents for the positive sense of value and right sexual roles in terms of gender equity education. The contents of Practical Arts(Technology Home economics)Textbooks should be designed considering the articulation among the subjects and grades especially in terms of gender equity education.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.107-125
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• 2020

The purpose of this study was to analyze the dietary life units of Korean and American high school home economics textbook according to Habermas's three systems of action and to find out how the three systems of action are reflected in the learning objectives and activity tasks of the textbook. To achieve this purpose, this study analyzed the learning objectives and activity tasks of the dietary life units in the textbooks of 'technology & home economics' and 'home economics science' in Korea, and 'succeeding in life and career' in America using a content analysis technique based on Habermas's three systems of action. In analyzing the content, each learning objective or activity was matched with one of the three systems of action by examining the context. In some cases, two or more systems of actions were integrated in one activity. This is a case where a series of learning tasks that involve different action system were grouped into one. The numbers of learning objectives and activities of the units of 'technology & home economics', 'home economics science' textbooks of Korean high schools and 'succeeding in life and career' dietary life of American high schools were 3, 26, and 248, respectively. In Korean textbooks, the percentage of communicative action was highest among the three systems, that is, 66.7% for 'technology & home economics' textbooks and 50% for 'home economics science' textbooks. In comparison technical action was the highest in American textbooks at 66.5%. Activities related to technical action included cooking, conducting research on health and food, or conducting experiments. The activities related to communicative action included role play related to health and table manners, or writing reports after conducting surveys or interviewing professionals. The activities related to emancipative action were to social participation activities such as service project in relation to health and food, or to find problems that occur in dietary life and think about be best solution through practical reasoning.