• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.235-247
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• 2018

The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.549-555
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• 2015

In this study, we investigated the influences of Integrated Science on the views of 10th graders with regards to the nature of science (NOS), STS, interest in science, and science aspiration, in order to explore the effects of Integrated Science developed under the 2009 Revised National Curriculum. Participants in this study were 214 10th graders in Seoul. The survey was administered at the beginning and at the end of the Integrated Science course. The analyses of the results revealed that there was no statistically significant difference in the scores of the pre-test and post-test on the NOS survey. However, the post-test scores of the tentativeness of scientific knowledge and the use of imagination, which are the sub-constructs of the NOS, were found to be significantly lower than the pre-test scores. There were no statistically significant differences in the frequencies of the responses to each item of the STS survey. The pre-test and post-test scores of the interest in science and the science aspiration were also not significantly different. The results indicated that Integrated Science did not have any impact on students' views on NOS, STS, interest in science, and science aspiration. Educational implications of these findings are discussed.

• 대한공업교육학회지
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• v.41 no.2
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• pp.134-150
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• 2016

This study has analyzed the subjects of transportation technology problem solving activities at Energy and Transportation Technology unit in the 12 kinds of middle school Technology Home Economics textbooks of the 2009 national revised curriculum. An analysis frame was developed with systems and environmental mediums which are common elements of transportation and the subjects were analyzed. As a result of this study, first, 8 kinds of subjects among 20 subjects in analysis frame were suggested in the textbooks. Second, according to the environmental, there are 13 terrestrial activities, 2 atmospheric activities, and 1 marine activity in the textbooks. However, there is no space related activity. Third, according to the system, there are 13 activities for the structure, 12 activities for the propulsion and suspension system, 5 activities related to the control system, and 1 activity regarding guidance system. Fourth, there are 4 kinds of problem solving activities depending on categorizing result of the analysis of the activities.

• 대한공업교육학회지
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• v.39 no.1
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• pp.128-142
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• 2014

The purpose of this study was to provide a basis information for the education direction of 'creative engineering design' lesson to highschool students and pre-technology teachers by analyzing pre-experienced the d epartment of technology professors' recognitions, according to the newly opened unit 'creative engineering design' in 2009 revised highschool technology home economics education curriculum. The survey questionnaire was composed of 34 questions and collected from 16 department of technology education professors. The data was analyzed by SPSS program. The results of study were as follows : First, in 'creative engineering design' educational objectives, the highest average level(M) of response was problem solving ability, the opportunity of engineering experience and creativity improvement were followed. In the response about 'creative engineering design' educational contents, the average level(M) of the creative thinking method education was the highest(3.94). and the following important level was the write training education for presentation. Second, in the 'creative engineering design' educational areas, the professors preferred the idea conception, design, and production manufacturing area. In the teaching learning method, the average level(M) of design-based learning method was the first. and PBL, problem solving method were favored Third, in the 'creative engineering design' lesson manage, the secure of practice room and material cost, and the check of the progress situations were needed preferentially. In the education assessments, various and combined assessment preferred such as production, portfolio, and presentation. Fourth, in the pre-technology teachers' lesson of the university course, the product manufacturing level was preferred production to improve uncomfortable thing in life. The major difficulty in product manufacturing was the lack of major knowledge and product conception.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.111-122
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• 2019

In this study, the characteristics of the reading materials in the chemistry domain of elementary school science and middle school science textbooks and chemistry I and II textbooks developed under the 2009 Revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of theme, purpose, types of presentation, and students' activity. The inscriptions in the reading materials were also analyzed from the viewpoint of type, role, caption and index, and proximity type. The results indicated that more reading materials were included in the elementary science textbooks compared to middle school science, chemistry I, and/or chemistry II textbooks. The percentage of application in everyday life theme was high in the reading materials of elementary science textbooks, whereas the percentage of scientific knowledge theme was high in those of middle school science, chemistry I, and/or chemistry II textbooks. It was also found that the percentage of expanding concepts purpose was high in the reading materials of elementary science textbooks, whereas the percentage of supplementing concepts purpose was high in those of middle school science, chemistry I, and/or chemistry II textbooks. Several limitations in the use of inscriptions were found to exist; most inscriptions were photograph and/or illustration; most inscriptions were supplementing or elaborating texts; many inscriptions were presented without a caption or an index; there was a problem in the proximity of inscriptions to text.

• Journal of vocational education research
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• v.37 no.1
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• pp.139-156
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• 2018

This study analyzed the aspect of occupational contents shown in total 24 types of Technology & Home Economics (1). (2) textbooks for middle school in accordance with the 2009 revised curriculum. Analyzing the type of occupation shown in textbooks based on the Korean Standard Classification of Occupations(hierarchical classification), the frequency(ratio), and the aspect of occupational contents in each unit of textbooks and each data type, this study provided basic data to be able to understand diverse aspects of occupational contents. In the results of study, in case of Technology & Home Economics textbooks for middle school, the large area of 'home life' presented occupational contents in the relatively high ratio than the 'world of technology' while the frequency(ratio) of occupational contents was very much different in each publisher, large area, and unit. The occupation name presented in textbooks provided very limited information in the level of 5.27% of occupations presented in the Korea Dictionary of Occupations. Especially, providing occupational information concentrated in professionals & relevant practiceans in the type of the Korean Standard Classification of Occupations(hierarchical classification), it was limited to provide opportunities to learn the diversity related to occupation. Based on such results of study, on top of introducing diverse occupational contents to make students cherish all the occupations, it would be also necessary to seek for institutional measures related to textbook development/career education, so that they could explore career by considering their aptitude and interest.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.68-74
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• 2012

The focus of this study was on the comparative analysis in the area of illustrations between the primary school from third grade to the sixth grade between Korean and American science textbooks in order to offer some suggestions for consideration of the Korean science textbooks, which will be revised in 2009. The results are as follows: The number of illustrations per page in Korean science textbooks are more than that of American science textbooks. As the type of illustrations, the ratio of photos is the highest and as the role of illustrations, data provision has the highest percentage in both countries. The motivation role in Korean science textbooks seem to be higher than American science textbook, whereas study summary role is more prominent in American textbooks than in Korean textbooks.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.391-421
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• 2015

The scientific technology developed rapidly and the internet became more popular, also, the world became interactive with one another and the word 'Global' became popular and built a new paradigm. As the development of the society, the ideal criteria for the competent student changed. Consequently, the attention for the globalized education increased. From the points of view of mathematical education, it became a important task to be prepared for international competitiveness for korean talented students. For theses reasons, this article analyzes the characteristics of IBDP and its textbook, which is an international official curriculum and one of the actualizing method for internalization Korean high school curriculum and text book, specifically, focusing on algebra part. Especially, Korean curriculum textbooks and the Mathematical Higher Level textbooks of IBDP was compared and analyzed. As a result, the depth and range of the content, standard level of the question, methods being used to explain the concept, type of questions as well as teaching - learning method were analyzed and in each chapter of the algebra we give meaningful result and proposed discussion.