• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.165-175
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• 2020

The purpose of this study is to examine whether the visual materials presented in the science textbooks coincide with those visual materials that are preferred the most by students. After analyzing the visual materials presented in the unit "Molecular Motion and Change of State" of science textbooks for the first grade of middle school, questionnaires by teaching-learning process are made. Thereafter, students are requested to select those types of visual materials that were preferred by them by process and describe their reasons for the selection. According to the results of the survey of students' perception, students at the high science achievement level prefer those visual materials that were presented conceptually and implicatively, while students at the low science achievement level prefer concrete and detailed visual materials. Except for the learning motivation process, the proportion of non-preferred visual materials is higher in the remaining processes and those visual materials that were presented in the science textbooks are much different from those visual materials that were preferred by students.

• Journal for History of Mathematics
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• v.22 no.2
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• pp.81-98
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• 2009

Probability plays a very important role in modern society as an essential tool for solving various kinds of problems from our real life or scientific province. However, most of precedent studies on probability pointed out that many students had difficulties in understanding the nature of it, and that probability teaching method in the classroom is easily led only to calculation system, which is isolated from practical applications. In this paper, I make a close study further onto these themes, by analyzing the 8th grade textbooks through these following questions; how do the textbooks deal with calculation of probability that certain two events occur at the same time? On the practical basis, how do they make use of probability as a problem-solving instrument in both actual life and scientific fields? After these, I try to extract some features and issues of probability teaching method in current Korean textbooks.

• Journal of the Korean Society of Clothing and Textiles
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• v.47 no.6
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• pp.1027-1037
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• 2023

This paper presents an efficient method for generating informative apparel fit comments by analyzing 122 fit reviews found in 7 menswear patternmaking textbooks, which include both domestic and foreign sources. The fit reviews for menswear were categorized into top and bottoms, and the expressions varied based on body parts, causes, and fit issue appearances. The causes of fit issues could be attributed to size errors and structural errors in both top and bottoms. Both top and bottoms had fit reviews concerning unique body types, but it could cause trouble among learners as both were based on unclear criteria for body type classification and lacked relevant explanations. Common fit issue appearances included compound wrinkles, pulling wrinkles, sagging wrinkles, and garment being away from the body. No clear correlation was observed between the causes of fit issues and specific appearances. Limitations were identified in using textbooks as educational data, such as inconsistent solutions for different body types or fit issues, and the presence of ambiguous visual materials. As a result, strategies such as categorizing fit issue appearances, providing 3D visual examples with subcategorized causes, body types and parts could enhance quality of fit reviews and improve fit outcomes in clothing production systems.

• The Mathematical Education
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• v.59 no.2
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• pp.147-166
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• 2020

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

• Journal of Science Education
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• v.39 no.3
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• pp.446-456
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• 2015

We have analyzed affecting factors of boiling point measurement and proposed to improve these after identifying errors of boiling point experiment in 7th grade science textbooks of 2009 revised curriculum. In the result of analyzing affecting factor of boiling point measurement for nine kinds of science textbooks, we have identified six affecting factors like as types of thermometer, heating instrument, sealing or not of stopper, position of thermometer, shape of container, and volume ratio of material and container. When performing experiment of boiling point measurement, we identified the best results when heating with a hot plate, positioning thermo sensor of MBL near neck branch after filling and sopping 10% volumes of material in round bottom flask. Based on this result, we have compared nine kinds of 7th grade science textbooks and found many errors that must be corrected in most of textbooks. Therefore it should be improved the experiment of science textbooks to enhance the understanding of students and to prevent from misconceptions for boiling point measurement.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.1-12
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• 2011

All the informatics textbooks of the fifth, sixth, seventh and revised curriculums have dealt with the structure and operation of information equipment. But there haven't been any discussions at all on the educational nature of this section involving the selection of what and how to teach. The purpose of this study was to examine 'the structure and operation of information equipment' sections of informatics textbooks from a perspective of modern curriculum to see whether there was any inquiry tendency in the textbooks. As a result of analyzing four textbooks, only one textbook turned out to be inquisitive. The findings of the study suggest that the importance of textbook content and the perspective of learning activities should be taken seriously when textbooks are produced, and the fact that in today's age marked by a global tend of fusion, informatics is one of the fundamental subjects to encourage students to examine themselves instead of just sticking to rote learning should be taken into consideration as well.

• School Mathematics
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• v.12 no.4
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• pp.605-617
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• 2010

This study explores the characteristics and roles of non-textual elements in secondary mathematics textbooks in the United States and South Korea, using a conceptual framework that I have developed: variety, contextuality, and connectivity. Analyzing five U.S. standards-based textbooks and 13 Korean textbooks, this study shows that although non-textual elements in mathematics textbooks are free of literal language, they exhibit different emphases and reflect assumptions about what is important in learning mathematics and how it can be taught and learned in a particular societal context (Mishra, 1999; Zazkis & Gadowsky, 2001). While there are similar patterns in the use of different types of non-textual elements in textbooks from both countries, different opportunities are provided for students to learn mathematics between the two countries.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.97-109
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• 2009

The purpose of this study is to grasp the degree of recognition of the ESD(Education for Sustainable Development) form Technology Home Economic teachers in high schools, to analyze contents related to the ESD within the textbooks, and to propose the improvement method of the textbooks. As a result, first, the degree of recognition on the ESD was less than about 30.1% in Technology Home Economic teachers. Second, the content and factor criterions for the ESD were developed on the basis of the previous studies. They are suitable for applying to the Vehicle Chapter in the textbooks and are including 9 contents and 7 factors, respectively. Third, the contents related to the ESD within a Technology. Home Economic textbook showed 36.1% in Technology, 33.8% in Home Economics including social and cultural(44.7%), environmental(47.1%), and economic contents(8.2%). But they in the Vehicle Chapter within the textbooks presented 69.1%, 4.8%, 26.1% in social and cultural, environmental, and economic contents, respectively. Finally, the improvement method of the new textbook for the Vehicle Chapter is to adopt issued factors including the suitable adjustment on the vehicle structure and safety as well as the supplement of environmental contents related to the ESD. In addition, it is necessary to contain the contents such as the developing process of environment-friendly vehicles, the economically sustainable consumption strategy, and the cause-and-effect relationship with the global warming in the new textbook.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.261-273
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• 2019

The purpose of this study was to analyze the science writing tasks in elementary science textbooks and workbooks using the presented form and the writing components analysis framework. For this study, the science writing tasks in the 2007, 2009 and 2015 revised elementary science textbooks and workbooks were analyzed. The results of this study are as follows. As a result of analyzing the presented form of science writing tasks, the number of books for science writing tasks was reduced and the tasks were changed to unclear form as the curriculum was revised from the 2007 to 2015. And the science writing tasks in the 2009 revised 5th~6th grades group were presented as writing and drawing, and they appeared as the most desirable form. As a result of analyzing science writing tasks using the writing components analysis framework, there was a difference according to the curricula and the grades groups, but they tended to be focused on some sub-factors. However, the science writing tasks reflecting the most diverse sub-factors were presented in the 2007 revised 5th~6th grades group.

• 대한공업교육학회지
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• v.37 no.2
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• pp.99-125
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• 2012

The objectives of this study was to apprehend the displaying components by comparing and analyzing the ten types of construction textbooks used in Technical high schools by elaboration theory by Ferigeluth, and to supply preliminary data for the following revising textbooks. To achieve them, first, comparable units were excerpted by analyzing between the national textbooks of 7th curriculum and the new revised curriculum used in Technical high schools. Second, each five types of 7th and new curriculum textbooks were compared and analyzed by seven requisites in the Elaboration theory by Reigeluth. As the results of the study, first, elaborating process like conceptual, procedural, and theoretical elaboration has been applied to the different subjects according to their properties. Second, cognitive strategy activator among the seven strategies was widely used. Whereas, analogy was not applied to all the ten types of the text books. In addition, Learning prerequisite sequence was presented with only simple picture and explanation, and it was inadequately used in practice. Third, summary was more used in 7th curriculum text than the new revised text. Fourth, six strategy components were widely used to all texts except construction and materials in the five types of texts. Lastly synthesis of theory and practice was more used than summary in theory subjects and learner control was more used in the subject of the synthesis of theory and practice.