• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.525-542
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• 2022

The purpose of this study is to comparatively analyze the internal and external frameworks of elementary science textbooks, which first appeared as the authorization system of elementary science textbooks changed from the national government system. In order to confirm the purpose of the authorization system to support the development of diverse and creative textbooks, this study compared 7 authorized textbooks with the national textbook developed as the 'Use of Magnets' unit of the 2015 revised science curriculum. In this study, the textbook's framework was largely divided into an external framework and an internal framework for the 'Use of Magnets' unit of elementary science textbooks, and quantitative and qualitative analyses were conducted in parallel according to each subcategory. According to the research results, in the external framework of textbook units, all textbooks had the same structure: unit introduction, scientific inquiry, creative convergence, unit arrangement, and scientific reading materials. The framework in the 'Use of Magnets' unit of the 7 types of authorized textbooks was found to have some differences according to the textbook development team's interpretation of the curriculum achievement standards and many commonalities that maintained the framework in the national textbooks. In addition, the characteristics of each textbook were clearly revealed in some areas not specified in curriculum such as unit introduction activities and science reading materials, a meaningful change was also found in that the level of inquiry activity was classified and operated in response to the uniform inquiry activity operation of the existing government textbooks.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.331-341
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• 2017

This paper aims to analyze English vocabulary of the North Korean textbooks diachronically using the constructed English textbook corpus. The North Korea English textbooks attained from Information Center on North Korea of the Ministry of Unification are divided into before and after Kim Jong-Il era for the year of 1996 in which the curriculum revision has been conducted. They are stored as text files to analyse vocabularies using WordSmith Tools 7.0. The vocabulary size of the revised textbooks increased after the curriculum reorganization, but the number of vocabulary types and vocabulary diversity decreased. After the curriculum revision, it was found that lots of vocabulary related to the establishment of the Kim Jong-Il system appeared as the keyword. It was also found that some vocabularies reflected the economic and social life of North Korea. In addition, through comparison of the 100 high-frequency word list and keywords, it can be concluded that the vocabulary of the English textbooks of North Korea is gradually changing into communicative contents from contents related with written language.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.459-467
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• 2007

The purpose of this study was to compare the illustrations used in elementary science textbooks of Korea and BSCS in USA, and analyze the types, role, and characteristics of the illustrations. For the analysis, we used 8 elementary science textbooks of the 7th curriculum of science education in Korea from 3rd through 6th grade, and 16 volumes (stage 2 to stage 5) used in BSCS in USA. We examined types of illustrations, including photograph, picture, graphic, cartoon, chart, and their 4 roles such as, motivation, introducing the lesson activity, providing the materials, presenting the learning result. The results were as follows: First, Korean textbooks have more "photograph" type of illustration than BSCS. In BSCS textbooks, diverse types of illustrations were used compared to Korean textbooks. Second, large portion of illustrations in Korean textbooks took a role of providing materials. In BSCS textbooks, the roles of illustrations were more diverse. In BSCS, there were many illustrations to describe students working together with the disabled children, and to explicitly encourage cooperative learning. Considering the findings in this study, educational implications were discussed.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.347-357
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• 2014

The purpose of this research is to examine the current state of inserting illustrations in science textbooks under the 7th Revised Educational Curriculum which is currently enforced in all grades of elementary schools, and to compare and analyze the external and internal differences in illustrations in science textbooks of elementary schools in Tanzania and Korea to present desirable direction of producing illustrations. There are not only some differences in rate of the kinds and role of the illustrations in grades, but also in both countries. In Korea textbooks, Photographs were mainly used to guide the students into experiments and to train the students in analyzing and interpreting data. In contrast, the Tanzania textbooks place more emphasis on pictures to enhance their interests and curiosity and understand. The Korea textbooks have to place more various illustrations instead of photos but the Tanzania textbooks should place more photos. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considersd in future Korea and Tanzania textbooks.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.40-66
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• 2008

The purpose of this study is to develop and applicate textbook relevant to school indoor air quality. To achieve the purpose, concrete study process are as follows. First, the survey research to teachers, supervisors, and students is conducted to grasp cognition of subjects in elementary school and management situation about school indoor air quality. Second, contents relevant to indoor air quality on textbooks in the 7th elementary curriculum and subsidiary textbooks is analysed through reference study. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school is developed, applicated, and inspected its effect on the basis of implications from results of survey and reference study. The results of this study are as follows. First, the result of survey concerning school indoor air quality showed that three groups had negative attitude for its management even though they thought that it affected human's health and study by and large. Student group thought that each of students itself was a little influence to school indoor air pollution though all of three groups answered that' activities of students' was its main source. Efforts of students to improve school indoor air quality was not much, and its main reason was that they didn't know about school indoor air pollution well. Second, result of analysis into textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning indoor air on the 7th elementary curriculum textbooks was little or nothing. And it trended to be included to subsidiary textbooks. However, education textbooks about indoor air for elementary students was insufficient still. Third, environmental textbook relevant to school indoor air quality for 5th and 6th grade in elementary school was developed. It was constructed for themes - importance, sources, effects, and management of school indoor air quality. After its application to the 6th grade students in elementary school, it was meaningful in the level of p<.05 that the result of knowledge and awareness in the pre-post test within experiment group. However, all of the results in comparison group didn't represent statistically meaningful difference. In conclusion, environmental textbook developed by necessity of education about school indoor air quality will play a role as useful tool for the 5th, 6th grade students in elementary school to understand relation of quality of health and life and school indoor air quality, to have attitude to make an effort to manage it by develop right awareness about it.

• Journal of Science Education
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• v.47 no.3
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• pp.273-285
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• 2023

Measurement in elementary school mathematics is one of the mathematical concepts that is directly used in real life. This study is based on the fact that mathematics textbooks for 3-4 and 5-6 graders were developed as the government designed and authorized textbooks and the general measurement instruction process is condensed and presented considering the limitation of the textbook's space for the capacity and weight. Its contents were analyzed. The results are as follows. The contents of authorized textbooks and government designed textbook are different in detail but similar overall in comparative activities, recognition, and situation of the need for the introduction of standard unit and estimation activities. Through this, it is proposed that efforts are needed to reform national textbook policies and develop textbooks that can highlight the meaning of each measurement activity and focus on students' activities.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.453-463
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• 2014

Environmental education contents in science textbooks of South Korea and the United States were compared and analyzed in order to find how to develop environmental education in elementary science education. McGraw-Hill science textbooks for third to sixth grade and science textbooks of Korea based on the 2009 Revised National Curriculum and the 2007 Revised National Curriculum were analyzed and compared. The categories were educational goals, kinds of contents, distributions of contents and tense. The result showed that the environmental education goals in science textbook of Korea and United States were biased to knowledge area. The educational contents of the United States was higher 2.5 times then Korea and distributed in all areas. In quantitative distributions in Korea were biased some special areas. Tense of educational contents were almost present. Attitudes and recognition of students varies gradually over a long period of time, the contents of environmental education will be useful "evenly distributed" for all areas and school year.

• Journal of Korean society of Dental Hygiene
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• v.20 no.6
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• pp.865-874
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• 2020

Objectives: This study aimed to analyze the current status and educational contents of the geriatric-related curriculum in dental hygiene departments at colleges across the country. Methods: To analyze the current status of geriatric curriculum, it was investigated by searching the websites of colleges across the country where dental hygiene (curriculum) department was available. Furthermore, a literature review of domestic and foreign textbooks related to geriatric dental hygiene was conducted to analyze the contents of geriatric dental hygiene curriculum. Results: Among colleges that offer dental hygiene (curriculum) department, 8 four-year and 12 three-year colleges (24.4%) offered geriatric dental hygiene courses. A comparison of the contents of the textbooks titled "Geriatric dental hygiene" published by Goonja, Daehan Narae, and Komoonsa showed that basic contents such as the characteristics, health problems, and oral health problems of elderly -people were described in the same context. However, there was a difference in the volume and importance of the concerned contents also. Conclusions: Universities and related organizations which offer dental hygiene curriculum should continue to conduct studies for the development of geriatric hygiene curricula. Moreover, heightened efforts are needed to ensure that geriatric dental hygiene education is more systematically offered.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.378-381
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• 2019

In this study, we compared the perception of general and specialist teachers about the software education that entered the classroom by the 2015 revised curriculum. For the comparison of cognition, the 17 - hour hourly curriculum, the statement of achievement criteria, and the curriculum were organized in grades 5-6, but the appropriateness of the inclusion of only textbooks in grade 6 was questioned. The general teacher had many opinions that all three items are appropriate. On the other hand, professional teachers were inadequate and many were. It is necessary to provide various opportunities such as the training for the recognition change in the future. In addition, positive keywords for the introduction of general and specialist teachers were derived as a result of analyzing the main keywords of the free - response opinions about the introduction of educational robots in the practical course curriculum and textbooks. However, general teachers showed differences in the use of post - adoption education, such as passive and passive keywords such as support, difficulty, and problems, and the use of specialist teachers and education. In the future, it seems that it is necessary to provide teaching support to elementary school teachers, to provide beginner level difficulty training.