• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• Journal of Korean Home Economics Education Association
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• v.13 no.1
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• pp.73-91
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• 2001

The purpose of this study was to analyze the changes in home management part in the home economics textbooks for middle school from the 1st to the 7th curriculum period. The part of home management in the all of home economics textbooks published in every curriculum period was analyzed using several external criteria of textbook. The major findings of this study were as follows : 1. The part of home management was divided into even specific areas including 'definition and process of home management'. 'time management'. 'household labor/work management'. 'family financial management'.'purchasing'. and 'consumer protection'. 2. The part of home management has been included in the middle school home economics textbooks since the 1st curriculum period. The proportion of this part in the whole textbook varied with range from 5.1% to 31.8%. 3. The areas emphasized in the beginning of curriculum period were 'family financial management'and 'household labor/work management'. and 'utilization of family resource and environment management'were the areas emphasized in the later curriculum period. 4. The titles of the middle and small unit have begun to use recent words and have represented the including contents since the 4th curriculum period. 5. The numbers of illustrations. tables. pictures. and activities have increased since the 6th curriculum period. 6. Other unrelated areas such as computer and career preparation were included in the home management part in the 1st. 2nd. and 5th curriculum period.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.482-489
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• 2011

This study analyzed the visual images covering 'the changes of weather' in elementary science textbooks by 2007 curriculum revision from a perspective of linguistics. The findings showed that there were inclined to increasing in terms of ideational and textual metafunctions. It meant that the informative images were increased and the form of images became more abstractive. It also showed an increase in terms of interpersonal metafunctions. It was interpreted as decreasing the ratios of images inducing epistemological detachments and increasing images help familiarity and involvement between images and readers. These results showed that the visual images of 'the changes of weather' in 2007 revised elementary science textbook were professionally, technical, and abstractive in terms of the contents and formality. And these trends of images were complemented by the involvement and familiarity of images in the aspect of interpersonal metafunctions.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.655-676
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• 2008

This paper analyzed contents related to statistics in the 7th elementary mathematics curriculum in conjunction with main changes in the recent revised curriculum. This paper then provided detailed analyses of textbooks and workbooks in terms of main contents, instructional methods of graphs, and comprehension of graphs required to students in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that the issues and suggestions stemming from this analysis are informative in constructing new textbooks and workbooks.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.131-148
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• 2011

The purpose of this study was to analyze the contents of housing area in Technology Home Economics textbooks of the 2007 revised curriculum which was published in 2011. The structure and the contents of housing area which are consisted of housing/living environment and use of housing space were analyzed. This study aims to examine the changes in the newly revised textbooks as well as suggesting advice for the more improved revised one in the future. For this purpose, this study employed 11 different textbooks and the results were the followings: each textbook had different quantity of pages dedicated to housing area but commonly had the wide range of terminology, plentiful amount of tables/diagrams, reading and activity materials sufficient to have students to carry out in practice. Also, the newly added contents of local area and eco-friendly life are analyzed to be well reflecting the 2007 revised curriculum. In future textbook development, it will be important that the issue of low birth rate, population ageing and green-life to be included as well as emphasizing the content of the network within the local area in order to actively prepare for the environmental issues.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.1-8
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• 2004

The purpose of this study was to investigate as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. and to seek future policy direction which can be improved even better. if any. for further revision. To implement this proposal, this study employed 8 different textbooks published among 12 textbooks developed for the 7th Curriculum for data base. The results of this study were as follows: It was covered such areas of change and develope in the composition of category and system in the Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. The whole system of textbook was composed of cover page, the inside of a book cover. the title page, introduction. table of contents. appendices. It was same in the total pages with the exception of table of contents. appendices. the inside of a book cover and it was much alike in contents of introduction. In the aspect of the unit system of the textbooks. their whole flows were similar to each other. but the writers' intention and the stress on the focal points had appeared well in topic introduction and texts for the units of the textbooks. In addition. it can be said desirable that much more middle school teachers took a participation in the development of textbooks as textbook writers than before. In the organizational aspect of the sub-area organization of textbooks in the 7th Curriculum, it was not dispersed in grade 1, 2, and 3, but was centralized in a certain grade to increase its efficiency. The number of activity and experiment & practice that students could try to do actually were drastically increased compared to the 6th Curriculum. but it showed a wide difference between textbooks.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.492-501
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• 2013

This study is aimed to track down on changes in the way Korean culture was covered in Japanese textbooks over the past three decades since the 1980s by reviewing 'social studies' textbooks for the 6th graders in elementary school and 'geology' textbooks for middle school, which are two compulsory subjects in Japanese schools where Korean cultures is the most often mentioned. To that end, Korean culture contents mentioned in the textbooks were classified into basic element, unique element and element that reflect the times, each of which was then divided into the categories of traditional & modern and surface & in-depth so as to see how each of the categories was presented. Japanese textbooks mentioned mostly surface and basic elements of Korean culture relating to food, clothing and shelter, such as Hanbok, Kimchi, Ondol, high-rise apartment and table manners, and also landscape of Seoul. Also, the kinds of contents which constantly appeared in the textbook were mostly basic elements including to food, clothing and shelter. Elements that reflect the times such as the 1988 Seoul Olympic Games, the 2002 Korea-Japan World Cup and the Korean Wave were adequately covered as part of chronological explanations in the books. The aspect of Korean culture in Japanese textbooks seems to expand in depth and scope over the years. More recently, detailed explanations and visual images were increasingly used to introduce Korean culture.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• The Journal of the Korea Contents Association
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• v.11 no.6
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• pp.176-184
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• 2011

The purpose of this study is to analyze the Korean War photographs in Korean history textbooks. This paper deals with the ways of describing Korean War in history textbooks. The Korean War photographs adopted in this study, using qualitative and quantitative analysis. The photographs analyzed for this study were in the 6 different textbooks in high school level. This paper focuses on how photographs of the textbooks help students create various memories about Korea War. The photographs of the textbooks, before the 7th Educational Process, decribe Korean War as victorious war. Meanwhile, the Korean War photographs in Korean modern and contemporary history textbook emphasize traumas of the war.

• Journal of Family Resource Management and Policy Review
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• v.26 no.3
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• pp.35-48
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• 2022

This study aims to investigate prejudiced descriptions of adoption and adoptive families in the major textbooks in the field of child and family welfare studies. To this end, we analyzed the compositions and contents of eleven different textbooks and found four necessary changes to recommend: first, we found it essential for authors to have a comprehensive understanding of the characteristics of the open adoption culture and adoptive families. Second, we observed the need for the revision of prejudiced terminology found in textbooks' descriptions of adoptive families - about adopters, adoptees, and adoption institutions. Third, we advise an enhancement in the understanding of adoptive families reflecting both qualitative and quantitative understandings of the open adoption culture and perspective about social prejudice against adoptive families. Finally, we advocate for the inclusion adoptive families as one of the diverse forms a family can take, not only in the curriculum of child (children's rights) studies but also in the curricula of other family-related disciplines such as family welfare and healthy family theory. Based on these four changes, we propose a new approach to authoring including a multifaceted review of the subject composition and the content of the major textbooks and revision of the overall contents of the textbooks.