• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.287-298
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• 2015

Digital textbook is noted as a new education materials to realize a new education paradigm with changes in digitalized society. The purposes of this study is investigation of key factors on digital textbook satisfaction by selecting of the three factors(domestic environment factor, teachers factor, school environment factor), analysis of awareness of effect factors on digital textbook satisfaction, and verification for each effect factors' influence on elementary school. 201 elementary school students, 201 their parents, and 12 teachers in Chung-nam were surveyed and factors which influenced on digital textbook satisfaction were analyzed. According to the results, firstly, there was a statistical significant difference in domestic internet environment, device owned environments, the utilization of the internet for the purpose of education and using time, device type of teachers, lesson time of digital textbook used in class and time ratio. Secondly, multiple regression analysis was conducted to find out the influence on digital textbook, the Awareness of parents about digital textbook, The lesson time using digital textbook by teacher, The utilization of the internet for the purpose of education affected satisfactions significantly in the order. This study has significant implications about which we have provided the effort needed to use digital textbook.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.305-315
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• 2016

The purpose of this paper was to analyze the role of illustrations in elementary textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea from point of view of aim of science by applying the criteria of 5E inquiry process model for reflecting core aim of the science education. The subjects of the paper was the 105 illustrations in the earth-science domain of elementary science textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea. The analysis criterion was of two categories, the function of illustration and the role of illustration. the function of illustration was divided into three subcategories such as Exclusiveness type, correspondence type and supplementary type. The role of illustration was divide into five subcategories such as Engagement, Exploration, Explanation, Elaboration and Evaluation. According to results of the illustration analysis are as follows: the result of the function of illustration are exclusiveness type 39, correspondence type 36 and supplementary type 30, the important of point to note is that there are a lot of exclusiveness type considerably. compared with other subjects, this fact indicate character of illustration of the only science textbook. The result of the role of illustration are Engagement 14, exploration 64, explanation 25, elaboration 2 and evaluation 0. This data indicate main role of illustrations in earth-science domain is to help the students to be able to observe and explore. Cross-analysis of the function and role was a significant difference. Role of illustration was evenly distributed within Exclusiveness type on the other hand, the role of illustrations was mainly exploration and explanation in correspondence and supplementary type. Especially, illustration of exploration was mainly correspondence type.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.386-397
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• 2012

The purpose of this study was to find a way to improve the science textbook graph through analyzing teachers' interpretation process with eye movement tracking when they try to read the science textbook graph. Participants in this project were 10 elementary school teachers while bar graphs, line graphs, pie charts in 2007 revision science textbooks were used as materials. SMI (SensoMotoric Instruments)' iView X TM RED 120 Hz was used in order to collect eye movement data. Although subjects paid attention to the title of the graph at first, the consequence of the eye fixation was changed by the composition of the graph in case of the rest of areas. In particular, the flow of visual attention and fixation time were affected by the form and configuration of the graph. The diversity of graph construction caused confusion in interpreting graphs; the manner of presenting title, the difference of background colors, size of characters, the name of X-axis and Y-axis. Out results showed that the conformation of graphs as well as the presentation of each factor should be composed in accordance with the educational purpose for helping users to easier understanding.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.30-43
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• 2014

'Basic Inquiry' unit was newly included in the grade 3~4 science textbook developed for 2009 revised national curriculum. The unit deals with six basic inquiry skills such as 'observation', 'measurement', 'classification', 'prediction', 'inference', and 'communication'. This study investigated elementary school teachers' perceptions on the effects of 'Basic Inquiry' unit by questionnaires (N=104 for pre-survey, N=90 for post-survey). The results showed that how the teachers have taught basic inquiry skills before this new textbook and how they perceived the educational effects of the unit after experimental teaching period in three aspects; development of basic inquiry skills, facilitating science learning in other units, and implementation of open inquiry. The reasons of positive perceptions as well as negative perceptions were analyzed and discussed with the suggestions for further study.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.5
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• pp.687-693
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• 2013

This study is the design and implementation of digital textbooks for elementary school computer education based on smart phone. It suggests how to cultivate self-directed learning ability depending on the level and selection of individuals by maximizing on interaction as advantage of digital textbooks. As the content of the digital textbooks, this study used Excel's charting capabilities. As a result of the evaluation of elementary learners having a implemented digital textbook, execution time of creating a chart is reduced in comparison with paper-based textbook user group.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.75-82
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• 2000

The purpose of this study was to investigate the effectiveness of teaching strategies for scientific conceptions in the units of oxygen and combustion in elementary school science textbook. 70 elementary school 6th grade students in Seoul participated. They were divided into experimental group and controlled group. Five scientific concepts were adopted from the units of oxygen and combustion in the 6th grade science textbook. Subjects' preconceptions were investigated by pre-questionnaires. A series of 6 instructional sessions based on the teaching strategy of cognitive confliction theory were given to the experimental group. By the end of the instructional session, a post-test was administered to both experimental and controlled groups. There was a statistically significant difference between post-test gains of the experimental and controlled groups. These results support the notion that the teaching strategy was effective for changing from preconceptions to scientific concerts.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.43-60
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• 1998

The purpose of this study is to compare and analyse the elementary school science curriculum and textbooks of South and North Korea, then gather the fundamental sources for the establishment of elementary school science curriculum after Unification of Korea by clarifying the difference and the likeness in educational objectives, contents, teaching methods of both Korean elementary school sciences. Based on this comparison and analysis, this study tried to give the concrete suggestions for the elementary school science curriculum and textbook development after Unification. For this, analyses were carried out for the curriculum managing systems, subject organization, education goal, emphasis on each field, teaching-learning and evaluation method. Besides, this study compared and analysed the elementary school science textbook development and distribution system, apparent format, content organization, ratio of content categories, content scope and level and the related terms appeared in both Korean elementary school science textbooks. The result of this study showed a lot of differences in the educational objectives, contents, and educational method of the elementary school science between South and North Korea. The grasping of these differences and the exact understanding about what causes these differences and how the differences are made must be the necessary work for the science curriculum establishment, especially for elementary school science curriculum and textbook development, after Unification.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.170-171
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• 2004