• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.163-172
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• 2003

The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.309-333
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• 2008

In this research, we reconstructed the textbook on the concept of rate and ratio, which is based on the review on the previous researches and the analysis on the elementary textbook of the 7th mathematics curriculum. We conducted the teaching experiment using the reconstructed textbook, which is to identify the students' conception of rate and ratio and the appropriateness and limit of the reconstructed textbook. As the results of this study, we identify that the changed sequence of instruction (that is, ratio ${\rightarrow}$ percent and value of rate ${\rightarrow}$ rate) was very proper to help students understand the concept of rate and ratio. The relative comparison and absolute comparison and the additive thinking and multiplicative thinking included in the reconstructed textbook were identified very helpful to students' understanding. Meanwhile some contexts given in the reconstructed textbook were identified to cause the students' cognitive confusions.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.80-89
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• 2017

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.179-194
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• 2016

The purpose of this study is to find out how the reconstructed textbook for vocational high school students influences on students' scholastic achievement and affective domain when it is used in the class of vocational high school. To tackle the study problems, the researcher chose two classes of the first grade in G commercial high school and gave lessons to each of the two classes; one class, as an experimental group, was taught with the reconstructed textbook and the other, as a comparative group, was taught with the original textbook. The following results are derived from the study. First, it turned out in the post academic achievement test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05. However, the prior academic achievement test result shows that the average of the comparison group is 0.44 points higher than the average of the experimental group, while the post test result shows that the average of the experimental group is 1.96 points higher than the average of the comparison group. Second, it turned out by the post affective domain test result, there is no significant difference between the experimental group and the comparison group, by significant level; .05, and any significant difference did not occur in all five areas. However, the whole point of the affective domain and the points of each area of experimental group are higher than those of the comparison group, and the degree of improvement in experimental group is also greater than that of the comparison group. In conclusion, the effectiveness of utilizing a reconstructed textbook in vocational high school math class can be expected in the long term.

• 대한공업교육학회지
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• v.30 no.1
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• pp.68-83
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• 2005

The purpose of the study were to analyze of the curriculum and textbooks for technology & home economics in the 7th national curriculum, and to suggest the revision direction of them. This study was carried out through literature research of national curriculum and textbooks of Korea and Japan, respectively. The findings of the study were as follows: First, we have three textbooks which are technology & home economics 1, technology & home economics 2, technology & home economics 3 for each grade of middle school student, but one technology textbook and one home economics textbook may be better for middle school student to reduce the learning content following revised curriculum. Second, as an aspect of learning content between technology textbook and computer textbook, the computer and information volume is too much overlapped, which is also the same result at the survey research report of KICE. Therefore, the computer content of technology & home economics textbooks must be considered to reduce according to follow research.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.35-60
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• 2006

In the seventh mathematics curriculum, the use of technological tools including calculator and computer are generally recommended through the seventh subjects related to mathematics emphasized, and especially in 'Applied Mathematics' subject, their use are more strongly emphasized and reflected. The total four kinds of textbooks of Applied Mathematics includes contents on their use. This study investigates what are contents on calculator use, how they are developed and constructed in Applied Mathematics Textbook. Furthermore, this study is focused on the analysis and comparison on those factors of four kinds of textbooks. Based on these results, this study ultimately hope to suggest how effectively calculator use be developed and constructed in textbook both in Applied Mathematics and the other mathematics subjects.

• 중국학논총
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• no.70
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• pp.87-108
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• 2021

This paper makes a comparative analysis of and (Third Edition) textbook. In the introduction part, it puts forward the purpose, significance and research object of the text, combs the general situation of the research on the arrangement of business Chinese textbook, discusses the concept and characteristics of business Chinese, and then makes a detailed comparative analysis of and Two Business Textbooks for Korean and Chinese. Firstly, the paper compares the compiling principles, compiling purposes and applicable objects. Then, it compares the text content, vocabulary selection, grammar teaching, culture and other aspects. Business Chinese has more international teaching ideas and diversified teaching methods in textbook editing, while the former is more targeted in different countries, reflecting more contents of cultural comparison between China and Korea in textbook content. we hope to find a reasonable plan for the compilation of Korean business Chinese textbooks.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.205-222
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• 2014

This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.99-106
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• 2012

This study investigated the effects of problem-solving competency of students when they studied with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.193-197
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• 2010

This study aims to investigate the effects of problem-solving competency of students when they study with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.