• Journal of Science Education
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• v.43 no.1
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• pp.43-63
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• 2019

The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.401-408
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• 2023

The purpose of this study is to design textbook metadata as a basic task for building a textbook database. To this end, reading textbooks were defined as a category of textbooks, and a metadata development methodology was established through previous research. In order to ensure that bibliographically essential elements are not omitted, the catalog description elements of institutions that collect, accumulate, and service textbooks such as the National Library of Korea were investigated. The elements of Dublin Core, MODS, and KEM were mapped to derive elements suitable for describing textbooks. Finally, a set of textbook metadata elements consisting of 14 elements in three categories - bibliography, context, and textbook characteristics were presented by adding publication type, genre, and curriculum period elements. The 14 elements are titles, authors, publications, formats, identification sign, languages, locations, subject names, annotation, genres, table of contents, subjects, curriculum period, and curriculum information. In this study, we contributed to this field by discussing how to organize textbook resources with national knowledge resources, and in future studies, we proposed to evaluate usability by applying metadata elements to actual textbooks and revise and supplement them according to the evaluation results.

• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.11-20
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• 2007

In order to measure students' fun and the effectiveness of teaching materials related to computer science theory, this paper conducted an experiment lesson against middle school students using Timbel's 'Unplugged' textbook. A preliminary test was conducted and it revealed that the students' understanding of computer science theory was extremely poor. The learner's fun for the experimental lesson showed the positive reaction in the viewpoint of expectation, engagement, endurability. In post-test after one month, the students were able to recall most of the materials covered during the experiment lesson. In addition, they all showed sign of good understanding. In conclusion, Timbel's textbook proved effective in increasing students' fun and learning ability related to computer science theory. Furthermore, this paper would like to suggest a new type of Informatics science teaching material that might be essential for future computer science education.

• The Mathematical Education
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• v.52 no.2
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• pp.129-147
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• 2013

The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.102-112
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• 2011

The purpose of this study is to investigate how $3^{rd}$ and $4^{th}$ grade elementary students view about 'Science story', which is recently inserted in the new version of science text books. For the study, four hundred $4^{th}$ graders at four schools were considered in the area of Cheonan city, Chungnam province. The degree of student's preference, preferable science topics from the 'Science story', the reason for their preference, and their attitudes toward general science were examined. The study was initiated after student's reading of the 'Science story' (Advanced science, Science in the life, Science in the history, and Future science directions). The student attitudes toward general science were examined using questionnaire survey prior to others. The results of the study are summarized: First, the students who have more interests and affirmative attitudes about science subjects with high scores are more favored about 'Science story'. Second, generally the students prefer reading topics in the order of 1) Science in the life, 2) Advanced science, 3) Science in the history, and 4) Future science directions. However the order was flexible depending on student's gender, preference, and attitudes. Third, the student's interests about 'Science story' was mostly raised from the new scientific topics in the book. And it was also raised partly from their personal interests and usefulness for science learning. Based on the results of our study, we included some suggestions for the improved 'Science story' and their utilizations.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.13-26
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• 2010

As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.

• 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.

• East Asian mathematical journal
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• v.39 no.4
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• pp.393-417
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• 2023

STEAM education, which was introduced to address many of the issues raised in science and technology education, has had a profound impact on the field of education over the past 13 years. This study aims to systematically analyze the research trends of STEAM education integrated with mathematics from 2010 to 2022 and to provide implications for future STEAM education. To this end, 89 articles published in domestic KCI journals were collected and analyzed. The results showed that more than half of the STEAM studies were related to the development and application of STEAM programs. The next most frequent studies were related to current state and improvement oaf STEAM education, followed by curriculum and textbook analysis, and by teacher education and teacher competencies. Students' and teachers' perceptions and attitudes toward STEAM education were addressed in only a few papers.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.134-141
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• 2011

This study intended to examine the differences through comparative analysis of the illustrations and contents in the 3rd-6th grade elementary science textbooks of Korea and Finland. The analysis of the types and illustrations in the Korean and Finnish textbooks revealed that the textbooks of both counties provide many photographs and illustrations, so as to deliver data mainly in the form of realistic illustration. In Korean textbooks, photographs were mainly used to guide the students into experiments and to train the students in analyzing and interpreting data. In contrast, the Finnish textbooks place more emphasis on pictures and photographs to enhance their interests and curiosity and understand. The Korean textbooks should place more emphasis on the pictures in order to encourage elementary school students to interest and understand. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considered in future Korean textbooks.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.449-475
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• 2022

The purpose of this study is to critically examine science content and science education from the 'essential-holistic' perspective, in particular, among the core disciplines constituting the teacher education curriculum. In this study, we first, analyzed the definition of the 'essential-holistic' perspective, the philosophical background, and the relationship with the practices in-depth, and then, from the 'essential-holistic' perspective, conducted an inquiry into the essence of science content and science education. The results of this study are as follows: first, according to the 'essential-holistic' perspective, science content is a study that explores the science practices and systematizes the results of that inquiry. Major activities of science content include the establishment and implementation of 'science for teachers' and participation in the development of science curriculum (textbook). Second, science education according to the 'essential-holistic' perspective is a study about in-depth exploration of essential problems in science education phenomena rooted in the science practices and the practice of good teaching. More specifically, science education is a field that carries out work related to inviting, participating, and guiding students to grow into science practices (i.e. initiating into practices). The main activities of science education related to this include activities ranging from the development of the science curriculum (textbook) to teaching and evaluation (recording). In this study, we discussed important tasks to be carried out in the future based on the results of the study.