• Title/Summary/Keyword: comparison of curriculum and textbooks

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Analysis of the 2022 Revised Science Curriculum Grades 3-4 Achievement Standards Based on Bloom's New Taxonomy of Educational Objectives and Comparison to the 2015 Revised Curriculum (Bloom의 신교육목표분류에 따른 2022 개정 과학과 교육과정 초등학교 3~4학년군 성취기준 분석 및 2015 개정 교육과정과의 비교)

  • Kim, Woo-Joong;Kim, Dong-Suk;Shin, Young-Joon;Kwon, Nan-Joo;Oh, Phil-Seok
    • Journal of Korean Elementary Science Education
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    • v.43 no.3
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    • pp.353-364
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    • 2024
  • The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.

Research Trends of Elementary Science Textbook: Focus on Papers Published in Domestic Journals in the Last Twenty Years (최근 20년 동안의 초등 과학 교과서 연구 동향 분석)

  • Namhoon, Kim;Hyoungjin, Kim;Sukjin, Jung;Dongseok, Kim;Jisuk, Kim;Heejun, Lim
    • Journal of The Korean Association For Science Education
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    • v.42 no.5
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    • pp.487-499
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    • 2022
  • This study aims to understand the trends and characteristics of elementary science textbook research. For this purpose, among the papers published in science-related journals from 2001 to 2021, 156 studies related to elementary science textbooks were analyzed to examine the research trends on textbook analysis. The analysis criteria consisted of two major categories, 'outward feature' and 'topic.' The subcategories of 'outward feature' consist of 'year of publication,' 'target curriculum,' 'target grade,' 'science content area,' 'subject of study,' and 'publishing institution.' The sub-categories of 'topic' consist of 'comparison,' 'content,' 'illustration,' 'inquiry activity,' 'perception of textbooks,' and 'others.' As a result of the analysis on 'outer feature,' textbook-related research was conducted almost every year, and the research on the 2009 revised science curriculum, on the 3-6 grades, and on the whole field of science had the most. The science textbook researches were published not only in science education-related journals but also in other areas' journals. As a result of the analysis of the 'topic,' the number of papers was higher in the order of comparative research, content analysis, illustration, inquiry activities, and perception of textbooks. Implications for accredited textbook system of elementary science were discussed based on the analyses on the elementary science textbook research trends.

Survey on the Present Condition of Mathematics Education in Art High Schools in Korea (예술계 고등학교 수학과의 수학교육 현황과 수업 실태 분석)

  • 홍석강;이방천
    • The Mathematical Education
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    • v.41 no.2
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    • pp.139-155
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    • 2002
  • In this paper we represented the results of surveying on the present condition of mathematics education and the contents of the mathematics text books that are usually taught in Art High Schools interest in mathematics subjects and to achieve the higher level of mathematical abilities. We would like to raise their interest in mathematics and to improve the efficiency of teaching level on the basis of the 7th Mathematics Curriculum Revision. Some suggestions are of offered by considering the level of their mathematical abilities in Art High Schools and the present contents of the mathematical subjects from following views ⑴ the aspect of studying method ⑵ the aspect of revising contents of mathematics textbooks for them ⑶ the aspect of educational policies for Art High Schools

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The Analysis and Comparison of Analogies in High School Science Textbooks (고등학교 과학 교과서에 제시된 비유 분석 및 비교)

  • Choi, Kyung-Hee;Lee, Young-Ae;Ryu, Soo-Kyung
    • Journal of The Korean Association For Science Education
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    • v.23 no.2
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    • pp.165-175
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    • 2003
  • The purpose of this study was to analyze the use of analogies in high school science textbooks in explaining abstract science concepts. For this study, the analogies used in high school science textbooks of the 7th science curriculum were analyzed. The analogies were classified into the six following types: the nature of shared attributes, representation, analogy/target abstraction, number of analogies, with and without specified use of analogy, and casual relations. A total of 189 analogies were found in the 7th science textbooks. This means that 16.9 analogies were used for each book. In analyzing the analogies, we found some analogies were appropriate, while others were ambiguous and inadequate in explaining the various science concepts. The number of analogies used varied considerably according to the publishing company and the science domain. For more effective understanding of various science concepts, it is necessary to develop more analogies and research the application of analogy.

A Comparative Study on the Secondary School Mathematics Education of South and North Korea (남북한 중등학교 수학교육의 통합방안 모색)

  • Woo, Jeong-Ho;Park, Moon-Whan
    • Journal of Educational Research in Mathematics
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    • v.12 no.1
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    • pp.49-70
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    • 2002
  • There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

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The Study on Didactic Transposition for Teaching Statistical Graphs - The comparison between the Korean and MiC's textbooks (그래프의 교수학적 변환 방식 비교 -우리나라 교과서와 MiC 교과서의 초등 통계 내용을 중심으로-)

  • Lee, Kyung-Hwa;Ji, Eun-Jeung
    • Journal of Educational Research in Mathematics
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    • v.18 no.3
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    • pp.353-372
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    • 2008
  • This study looks around the goals of teaching statistical graphs that are introduced in the seventh Korean Curriculum for Elementary School and in the Principles and Standards for School Mathematics(NCTM, 2000), and these are compared. We compare how to transpose statistical graphs didactically between the Korean and MiC textbooks. For it, it examines the types of statistical graphs, the methods defining them, and the making connections and comparing among them, which are content components in the chapters on statistical graphs. The results show that in contrast to the Korean textbooks, NCTM(2000) has allowed students to develop their own expression for data, to compare results analysed within different graphs, and to consider a graph as a whole in the goals of teaching statistical graphs. MiC textbooks have introduced the number-line plot and the box plot more than Korean. Although both of Korean and MiC textbooks usually use extensive methods for defining individual graphs, the former use extensive methods together with synonymic methods and the latter use extensive methods with the characteristics of graphs. Also, the number-line plot is defined using operative method in the MiC textbooks. MiC textbooks contain various activities for connecting and comparing graphs, but there are comparatively few comparing activities in the Korean textbooks.

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An Analysis of Gender-Role Stereotyping in the Illustrations of Middle School Science Textbooks Developed under the 2007 Revised National Curriculum (2007 개정 교육과정에 의한 중학교 과학 교과서의 삽화에 나타난 성역할 고정관념 분석)

  • You, Ji-Yeon;Lee, Ji-Hyeon;Jo, Jun-Mo;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.56 no.4
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    • pp.509-517
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    • 2012
  • In this study, the illustrations of 27 middle school science textbooks developed under the 2007 Revised National Curriculum were analyzed in the aspect of gender-role stereotyping, and the results were compared with those of the 7th National Curriculum. The types of the illustrations were classified, and the frequencies of pupils and adults who appeared on the illustrations were counted by gender, and the types of activities and the character of them were also analyzed by gender. In all results of the analyses, the differences between male and female decreased in comparison with those of the 7th National Curriculum. More male pupils appeared in the illustrations than female pupils. The frequencies of learning activities were balanced by gender, but other activities were described as focusing on male pupils. The frequencies of male adults outnumbered female adults. While the ratio of female adults was high in houseworks, that of male adults was high in outdoor activities. The jobs of adults were also illustrated as male-centered. Most pupils and adults were found to be active. Both ratios of pupils and adults for each gender were relatively similar.

Comparison of Trigonometry in Mathematics Textbooks in Korea, Australia, and Finland (한국, 호주, 핀란드의 수학 교과서에서 삼각법 영역 비교)

  • Choi, Eun;Kwon, Oh Nam
    • 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.

Comparison of the Curricula and the Textbooks Concerning the Proportion and Ratio Area between Korea and Singapore (비와 비율 영역에 대한 우리나라와 싱가포르 교육과정 및 교과서 비교 -TIMSS 평가목표와 공개문항을 중심으로)

  • Kim, Kyung-Hee;Paik, Hee-Su
    • School Mathematics
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    • v.12 no.4
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    • pp.473-491
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    • 2010
  • In the TIMSS assessment goal and open TIMSS 2007, Singapore recorded a lower overall achievement level compared with Korea; however, the excellent results shown by Singapore furnished an opportunity for various countries to research into the education in Singapore. This paper conducted a comparative analysis of the "Proportion, Proportional Expression, and Percentile" area out of the three topics involving "Fractions and Decimals", "Proportion, Proportional expression, and Percentile", and "Measurement", in all of which Singapore exhibited a higher percentage of correct answers than Korea. The paper was able to discover the following differences through a comparative analysis of how Korean and Singaporean textbooks deal with the open questions of TIMSS 2007 after looking into them according to four assessment goals. First, the Singaporean textbook introduced the concept of proportion one year ahead of the Korean textbook. Second, the Singaporean textbook repeatedly coped with the topic of "Proportion, Proportional Expression, and Percentile" in depth and by academic year, and its volume was larger than that of the Korean textbook. Third, there was a difference in the introduction and definition of the concept of proportion. Fourth, the way of introducing a proportional expression was also different, and the Singaporean textbook proposed many more questions that utilize this expression in ordinary life. Based on these differences, the paper suggested implications that could be applied to the Korean curriculum and textbook.

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Comparison Between South and North Korea in Mathematics Textbooks (남북한 수학 교과서의 비교 -북한의 고등중학교(중등반) 기하를 중심으로-)

  • 최택영;김인영
    • The Mathematical Education
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    • v.37 no.1
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    • pp.35-54
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    • 1998
  • Half century has passed since Korean peninsula was divided into South and North Korea. Now a days, there are many differences of politics, economy, culture and education between South and North Korea. Especially mathematics education in which I am interested has a lot of changes and differences. This is proved true by defects' proof. For those reasons, I compared South Korea's education ideology, goal and system, and goals of mathematics education with North Korea's. I compared geometric(1-4 years, published by Pyong-yang Educational Book Publication Co. 1991) of mathematics texts(1-6 years) which are used in the secondary school with mathematics text of South Korea in contents and organization of them. As a result of this comparison, education ideology and goal are distinctly different from those of South Korea because of the difference of pursuing humanity. In North Korea, the curriculum is very strict without autonomy. There are 1283 mathematics classes which are occupied 19% for six years during the secondary school. The contents are very similar, but there is a little difference in the definition of a term. The problems which praise Kim Il-sung and his son and reveal loyalty to them were found, and there were a lot of problems in order to promote hostile feeling against U.S.A and South Korea, too. In conclusion, mathematics education of Korean peninsula should be reunified in the fields of the terms and contents at first.

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