• Hwankyungkyoyuk
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• v.17 no.2
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• pp.38-49
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• 2004

In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

• Journal of the Korean Geographical Society
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• v.36 no.4
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• pp.483-494
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• 2001

The purpose of this study is to analyze the relation between regional identity and national identity in a regional textbook in Korea. In geography education, regional textbooks are curriculum materials which represent regional identity based on territorial difference from other regions. In local curriculum level, the harmony between national unity and regional identity is to be pursued as educational objective. However, this harmony appears to be distorted in the school textbook in Je-Ju Province, a case region. For example, Confucian cultural landscapes are represented as otherness in regional discourses, but togetherness in the regional textbook. Also, the regional textbook implies that the boundary of external territorialization is mainly not regions but nations, and it seems to intend that leasers get a sense of place towards their region as periphery of nation. Therefore, we argue that regional identity, which must be stressed in a regional textbook, is marginalized in a case region.

• The Korea Journal of Herbology
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• v.27 no.4
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• pp.59-71
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• 2012

Objective : This study was conducted to investigate into the etymology of 218 species names for 128 woody herbal medicines in Korea. Methods : The examined herbalogical books and research paper which published at home and abroad. Results ; This study was conducted to investigate into the etymology of 218 species names for 128 woody herbal medicines in Korea. The origins of species names for woody herbal medicines in Korea were in order of the local place name by thirty seven(16.97%), the dialects and old name by twenty two(10.09%), the morphological characters of leaves by twenty(9.17%), the plant's constituents and uses by fifty(6.88%), the person's name by fifty(6.88%), the other's generic names and species names by thirteen(5.96%), the morphological characters of flowers by twelve(5.50%), the morphological characters of stems by twelve(5.50%), the words meaning a number by twelve(5.50%), the relative characteristic by comparing with the same genus by twelve(5.50%), and so on. Conclusion : According to the investigation which origin of species names of woody herbal medicines from herbalogy textbook, the number of species names of herbal medicine originated from the local place names by 37(16.97%) was the most of all.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.183-206
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• 2010

The purpose of this study was to investigate whether using English newspapers as supplementary teaching materials for the present textbook could increase students' English reading ability, interest in class and their willingness to take an active part in activities. Schools in rural areas, compared to urban schools, did not have the appropriate resources to teach students effectively. Understanding the disadvantages of the students in rural areas, one idea was to use newspapers to inspire the students to reach outside their local community and incorporate new styles of English and cultural aspects into their lives. The participants were 2nd grade high school students in the rural area. The experimental group received reading lessons with the textbook and English newspapers. They were also encouraged to make their own portfolios. The control group received reading lessons with the textbook and other supplementary materials. Before and after the experiment, reading comprehension tests as well as the questionnaires of interest and self-directed learning were administered. The results of this study were as follows: First, students' English reading ability was significantly improved in the experimental class using English newspapers. Second, students' interest and self-directed learning were positively increased in the same class above.

• Journal of the Korean association of regional geographers
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• v.10 no.2
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• pp.466-478
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• 2004

Regional learning in social studies has an important educational meaning in that it is a tabloid edition of social studies and it also satisfies the regionalization of national curriculum. Social studies in Korea have mainly been led by the social study curriculum of elementary school. But the local textbook which was currently used in elementary school is structured in a negative meaning of regionalization rather than positive one. It is suggested in this study that the regional learning of social studies in middle school should be pursued by the co-work of teachers and students. For this purpose, the theoretical and practical processes to develop the local textbook are compared between two distinctive localities such as Sancheong and Seosan. At first, the relative ratio among the six strands is decided to develop several themes for regional learning, considering the landscape, region-related discourses and ecological environments in each region. Secondly, several themes are extracted to organize the contents of local textbook in each region. Lastly, examples of content-organization are suggested in each region. The processes above are just an example of content-organization, not a fixed one. The process, themes extracted, and the content-organization for each region may be changed according to the school location, local situation, and the quality of classroom.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.1
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• pp.75-91
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• 2011

The purposes of this study were to compare and analyze the local primary textbooks for the subject of 'We are the First Graders'. This study analyzed the common points and the differences among three textbooks developed by the three educational bureaus of Seoul, Daegu and Busan. The criterion of analysis were scope, sequence and integration of curriculum representing the principles for developing curriculum. The results were as follows: First, the scopes of topics included in 2007 National Curriculum of 'We are the First Graders' were faithfully reflected in the three local textbooks. Second, the sequences of textbooks were generally arranged according to the order of curriculum content except for some contents. As for 'Wise School Life', some contents were presented at the first unit of the three textbooks and the others were gradually expanded at the latter of the textbooks. Third, the integration of curriculum appeared meaningfully in the three textbooks. Based on these results, this study suggested some recommendations on the activites for the adaptation at the early stage in the primary school under 2009 National Curriculum.

• East Asian mathematical journal
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• v.40 no.2
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• pp.127-148
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• 2024

Maximum and minimum have a historical background in mathematics and occupy an important part of the differential unit in school mathematics. As the curriculum is revised, there are changes and problems in the way definition introduced. Therefore, this study analyzes the changes in the method of introducing maximum and minimum definitions following the reorganization of the 2007 and 2009 revised mathematics curriculum, and analyzes the differences in maximum and minimum definition methods compared to the nine mathematics II textbooks in the 2015 revised mathematics curriculum and three real analysis. In addition, methods to improve the terms used in relation to the maximum and minimum values are presented.

• Journal of the Korean association of regional geographers
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• v.13 no.2
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• pp.220-233
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• 2007

In the context of region reconceptualized as a learning framework, using the Seoul region as an example, this paper focused on the debate and the condition of regional social studies curriculum in elementary schools, It means that regionalization of curriculum is the decentralization of power to develop and manage curriculum In that case, region is understood to he a resource used to connect the subject matter to children's experience, Furthermore, region is interpreted as Heimat, community and world around, Heimat is intended to be understood, loved and belonged to, Community is the resource for learning and the space of communication, participation and action, World around is the typical example to be searched, compared and explained by the concept and theory. On the base of the regionalization debate and the classification of learning a region, I analysed the local textbook, Social Studies Inquiry: Life in Seoul and suggested the framework of learning a region. In this paper, I tried to pick out the spatial demension of Seoul. It is classified into the space of experience, participation and inquiry, In conclusion, the region-specific materials and approach laying stress on the issue and topic in the geographical context of the region will determine that a proper regionalization occurs through not only methods hut also content.

• Journal of Science Education
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• v.32 no.2
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• pp.1-16
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• 2008

The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.