• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.417-428
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• 2022

This study analyzed the frequency and level of scientific practices presented in secondary science textbooks. A total of 1,378 student activities presented in 14 middle school science textbooks and 5 high school integrated science textbooks were analyzed, using the definition and level of scientific practice suggested in the NGSS. Findings show that most student activities focus on three practices. Compared to the textbooks for the previous science curriculum, the practice of 'obtaining, evaluating, and communicating information' was more emphasized, reflecting societal changes due to ICT development. However, the practice of 'asking a question', which can be an important element of student-led science learning, was still rarely found in textbooks, and 'developing and using models', 'using math and computational thinking' and 'arguing based on evidence' were not addressed much. The practices were mostly elementary school level except for the practice of 'constructing explanations'. Such repeated exposures to a few and low level of practices mean that many future citizens would be led to a naïve understanding of science. The findings imply that it is necessary to emphasize various practices tailored to the level of students. In the upcoming revision of the science curriculum, it is necessary to provide the definition of practices that are not currently specified and the expected level of each practice so that the curriculum can provide sufficient guidance for textbook writing. These efforts should be supported by benchmarking of overseas science curriculum and research that explore students' ability and teachers' understanding of scientific practices.

• Science of Emotion and Sensibility
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• v.20 no.4
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• pp.79-88
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• 2017

As the age in which the importance of sensitivity has increased, education for the future generation regarding emotion engineering, affective recognition and cognitive science have taken center stage. We measure human's emotion quantitatively, analyze evaluation and apply them to various services in life, which are based on human technology. Therefore, we need the education which is related to emotion science to cultivate talented people. The goal of this paper is to suggest the possibility of emotion science education and effective methods through development of the STEAM (Science, Technology, Engineering, Arts, Mathematics) program which can teach emotion science to early elementary school students by applying it to pilot classes. For this study, first, we build a program, 'The mind made by figure' for student of early elementary school. The method of STEAM was used in this program, because it is an effective system to educate the emotion science. We recognize the needs and value of this program development through theory and benchmarking of STEAM related to emotion science. And then the contents of class, activities, course book and kit are designed with elementary school textbook of pertinent grade. Secondly, we analyze the result which is applied in two pilot classes of second grade by satisfaction survey and teacher interview. As a result, the average of satisfaction level was very high (4.40/5), Class participation was especially high. Third, we discuss the ability, value and limits of this program based on the result of analysis. The outcome of this research shows that students of early elementary school who have difficulty in understanding science can approach the education program related to emotion science with ease and interest. We hope this education will help students understand emotion science effectively, and to train people to lead the emotion centered era.

• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.504-519
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• 2020

Oceanic fronts, which are areas where sea water with different properties meet in the ocean, play an important role in controlling weather and climate change through air-sea interactions and marine dynamics such as heat and momentum exchange and processes by which properties of sea water are mixed. Such oceanic fronts have long been described in secondary school textbooks with the term 'Jokyung water zone (JWC hereafter) or oceanic front', meaning areas where the different currents met, and were related to fishing grounds in the East Sea. However, higher education materials and marine scientists have not used this term for the past few decades; therefore, the appropriateness of the term needs to be analyzed to remove any misconceptions presented. This study analyzed 11 secondary school textbooks (5 middle school textbooks and 6 high school textbooks) based on the revised 2015 curriculum. A survey of 30 secondary school science teachers was also conducted to analyze their awareness of the problems. An analysis of the textbook contents related to the JWC and fishing grounds found several errors and misconceptions that did not correspond with scientific facts. Although the textbooks mainly uses the concept of the JWC to represent the meeting of cold and warm currents, it would be reasonable to replace it with the more comprehensive term 'oceanic front', which would indicate an area where different properties of sea water-such as its temperature, salinity, density, and velocity-interact. In the textbooks, seasonal changes in the fishing grounds are linked to seasonal changes in the North Korean Cold Current (NKCC), which moves southwards in winter and northwards in summer; this is the complete opposite of previous scientific knowledge, which describes it strengthening in summer. Fishing grounds are not limited to narrow coastal zones; they are widespread throughout the East Sea. The results of the survey of teachers demonstrated that this misconception has persisted for decades. This study emphasized the importance of using scientific knowledge to correct misconceptions related to the JWC, fishing grounds, and the NKCC and addressed the importance of transferring procedures to the curriculum. It is expected that the conclusions of this study will have an important role on textbook revision and teacher education in the future.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.99-106
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• 2020

In this paper, we analyzed the units related to robot education in the Practical Arts textbooks according to the 2015 revised curriculum. As a result, all textbooks had a common system of introduction, development, and organization, and all of them showed a similar flow. Learning objectives were presented in all textbooks, but no affective goals were presented except cognitive and functional goals. The contents of robot learning suggest the meaning and type of robots, the structure and sensors of robots, and the activities of making robots, but the contents of robot ethics, the production and activities of various robot works, and the use of robots in the problem solving process are not presented. The assembly robot and the infrared sensor are used in common, and it consists of presenting robot production and control training materials in experience activities and arranging units through evaluation, and the A, C, and F textbooks also provide the unit auxiliary data. In the future, it will be necessary to include the contents of robot ethics education centered on the design/manufacturer and user-oriented robot ethics such as the recognition of the limits of robots, the principles of using robots correctly, safety education, personal information and privacy protection.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.165-175
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• 2012

The government, Ministry of Education, Science and Technology(MEST) presented a new policy that standardizes digital textbooks as a method to accept the change of education paradigm in 2006. Since 2007, MEST has begun to provide digital textbooks for some elementary schools. MEST proposes to change digital textbooks as a standard in elementary, middle, and high schools in the future. However, the use of digital textbooks has led to concern about the health of students. The purpose of this study was to identify health-adverse effects of the use of digital textbooks on the health of students. Literature reviews regarding digital textbooks including national and international literature were conducted. The literature reviews found the key physical and psychological factors to be considered in using digital textbooks. The physical factors were symptoms and signs associated with eye, musculoskeletal system, general health, and skin. The mental factors were 'burn out of study' and 'stress due to study'.

• Korean Journal of Oriental Medicine
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• v.15 no.1
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• pp.69-78
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• 2009

Objectives : To understand the basis for future improvement and development in the lectures, an evaluation was made on the lecture by the 'theory-practice-self study' system initiated in 'Yangseng Qigong(養生氣功) and practice' at Daegu Haani University. Method : We surveyed the satisfaction of 'Yangsaeng Qigon and Practice' which is the lecture that is composed theory, practice, self study for 120 students at college of oriental medicine in Daegu Haani University. Result : In the inquiry for the satisfaction with the general class of 'Yangsaeng Qigong and practice', 69% of students answered positively. As to the satisfaction with class grouping, 76% answered affirmatively, and as to the question "Agreement to the plan workable?", 72% said it was satisfactory, showing lectures by class grouping were made successful as planed. As to satisfaction with theory lectures, 36% were satisfied (38% unsatisfied), as to practice 90% was satisfied (2% unsatisfied) and as to the self-study and special lectures, 36% was satisfied (23% unsatisfied), showing the satisfaction was relatively higher for practice. To the question "Was it helpful in understanding hygiene Danjeon-breathing science?", 31% said yes (16% no) for theory, 87% yes (3% no) for practices, 32% yes (32% no) for special lectures, and 37% yes (28% no) for team assignments. Conclusions : The textbooks and majors of the lecturers turned out to be varied, but as seen from the result of lecture satisfaction on 'Yangseng Qigong and practice', it was different according to the preparedness of the lecturers and satisfaction with the lecture material. Despite the situation that most schools have chosen it as a major subject, the subject name was divergent among schools and the textbook and the content of practice were also not unified. At the point of globally rising interest in Qigong, this will only lead to its weak competitiveness when advancing to the world.

• Journal of Science Education
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• v.47 no.2
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• pp.117-126
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• 2023

In an elementary school science teacher's guide, the guide in details that can help elementary school teachers with difficulties when preparing and conducting science classes are essential. To gain insights into the development of the 2022 revised curriculum elementary school science teacher's guide, it is necessary to investigate the perceptions and needs of elementary school teacher's guide in details. In this study, we developed a questionnaire by analyzing the components and design of an elementary school science teacher's guide in details to explore elementary school teachers' perceptions and needs. For this purpose, we first investigated elementary school teachers' perceptions of their needs, satisfaction, and the utilization of each component of the current guide in details. Next, we investigated teachers' needs regarding the specific components and design of a guide. The findings were as follows. First, elementary school teachers were delighted with the components that help them prepare and conduct lessons. Second, elementary school teachers wanted an easy-to-read design with a layout that allowed them to see the components they needed for their lessons at a glance. In conclusion, the elementary school science teacher's guide in details to be readable and organized to provide at-a-glance information on lesson preparation, lesson flow, and teaching and learning materials needed for science teaching-learning. Based on the results of this study, new approaches and attempts should be made to develop a textbook that elementary school teachers can utilize in the future.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.