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Clothing & Textiles Education before the First Curriculum (Part II) -Secondary School Home Economic Textbooks- (교육과정기 이전의 의생활 분야의 교육내용에 대한 고찰 (제2보) -중등 가사를 중심으로-)

  • Lee, Young-Suk;Yoo, Hye-Ja
    • Journal of the Korean Society of Clothing and Textiles
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    • v.33 no.8
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    • pp.1203-1214
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    • 2009
  • The theory of household arts and practical acts are two traditional mainstream topics of official South Korean secondary home economics education. The clothing and textile education within the Secondary School Home Economics Textbook (1948) is various and practical. The first year textbook discusses the symbolism and maintenance of uniforms that provides information on the characteristics of cotton. Clothing and textiles are covered in 26 pages out of the 76 page book. The second year textbook includes the theory of color and form, along with the characteristics of flax and silk. Clothing and textile education is covered in 33 pages out of the 97 second year textbook. The third year textbook deals with the characteristics of wool, manufactured fibers, cross weaving, removing stains, clothing arrangements, and equipment; 5 chapters (56 pages out of 137) are spent on clothing and textiles. The fourth year textbook introduces the history of clothing, laundry principles, dyeing, bedclothes, and bed accessories; 4 chapters (63 pages out of 125 pages) are spent on clothing and textiles. The Secondary School Home Economics Textbook (1948) is highly extensive and profound in depth. It is comparable with modern college or specialized high school level clothing and textile education in terms of clothing materials, clothing maintenance, color theories, and dyeing.

Analysis of Multicultural Factors in Integrated Textbook for Elementary School- Around the First and Second Grades (초등학교 통합 교과서의 다문화요소분석 - 1, 2학년 통합 교과서를 중심으로 -)

  • Kang, hyun-joo;Kim, Chee-yong
    • Journal of Korea Multimedia Society
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    • v.21 no.10
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    • pp.1221-1235
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    • 2018
  • This study aims to analyze the multicultural content of the Korean Elementary School Textbook revised in 2015. This study abstracted the framework of multicultural factors for analysis of multicultural contents from the research on "Revision Guidelines by Analysis of Multicultural Factors in Secondary Curriculum and Textbook". The analyzed textbook is the integrated winter textbooks for both the first and second grades revised curriculum in 2015. Several findings were represented as follows: first, the frequency of multicultural content displayed five times in first grade and nineteen times in second grade respectively. Second, the analyzed textbooks did not include contents directly associated with multiculturalism. Activities and experience is important in the acceptance of unfamiliar cultures Thus, multicultural contents' frequency of within textbooks is very crucial. Finally, the revised curriculum focused on activities and experiences about the theme and content in the textbook and was developed around block chassis. For teaching the textbook content, teachers must perfectly understand textbooks through teacher training. The textbooks of reflecting right values on multiculturalismIn. this respect, elementary school curriculum and textbook content should be improved by supplementary revision fitting for the growth of humanity in the multicultural era.

Development of Dietary Life Education Textbook and Teaching Manual for Creative Activities in Elementary School (초등학교 중학년의 창의적 체험활동을 위한 활동중심의 식생활 교재 및 지침서 개발)

  • Her, Eun Sil
    • Korean Journal of Community Nutrition
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    • v.18 no.3
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    • pp.203-212
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    • 2013
  • This study was conducted to develop a dietary life education textbook and teaching manual for creative activities of elementary school students in middle grade. First, we extracted dietary life related contents from textbooks for third and fourth grade and created systematization of contents involving educational objectives, goals, contents and activities. The development of textbook and teaching manual were based on systematization of contents. The textbook was composed of five major chapters, which were 'nutrition', 'cooking', 'environment and hygiene', 'food' and 'dietary culture'. Each major chapter having six to seven smaller chapters, adding up to a total of 34 smaller chapters. The textbook was in activity format so that can be readily and directly used in actual classes. The textbook had fun characters and various activities (particularly a lot of cooking activities) to deliver the main theme of each chapter. The teaching manual was composed of background, goal, teaching plan and teaching point. The smaller chapters had learning goal, teaching-learning resources, important points, teaching-learning process and reference material. In evaluation after operating the model school, the developed textbooks were suited for students' needs and cognitive level. This textbook can be utilized at creative activities consisting of ten to fifteen students.

Problems and Improvements of Teaching the concept of Pyramid in Elementary Mathematics Textbook (초등학교 수학교과서 '각뿔' 지도 방식에 대한 분석과 개선 방안)

  • Lee, Dong Hwan
    • School Mathematics
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    • v.15 no.1
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    • pp.1-14
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    • 2013
  • The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

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An Introduction of Korean Elementary Science Textbook Development Model 'FLOW' and the Feathers of the Textbook

  • Yang, Il-Ho;Chae, Dong-Hyun;Lim, Sung-Man;Kwon, Suk-Won;Kim, Eun-Ae;Lim, Jae-Keun
    • Journal of The Korean Association For Science Education
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    • v.32 no.3
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    • pp.477-485
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    • 2012
  • This study introduces the development of elementary science textbooks in Korea. In Korea there has been eight revisions to the National curriculum and the development of nine textbooks. The State of Korea has organized textbook development teams, but this time the State chose the development team through public contest. Researchers suggested the 'FLOW' development model based upon results of studies in creative education and developed the new science textbooks. The 'FLOW' model includes four stages, aimed towards capturing students' interest in science (Fun Science), engaging students in various scientific inquiries and experiences (Lab. Experience), organizing their own knowledge of science (Organizing Knowledge), and to encourage students to become little scientists (Willing to be a Scientist). The textbook is a research-developmental textbook that utilizes various literature and exploration-strategic textbooks. The textbook's basis is formed upon scientists' experiences that assist in the realization of 'inquiry' that is emphasized within the science field.

The Development of the Elementary Environmental Education Textbook Relevant to Global Warming based on Responsibility Ethics - Focused on 5th, 6th Grade Students - (책임윤리학에 기초한 지구온난화 관련 초등 환경교육 교재 개발 - 초등학교 5, 6학년을 중심으로 -)

  • Jeong, Ha-Na;Chi, Chun-Ho;Lee, Sang-Won
    • Hwankyungkyoyuk
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    • v.22 no.3
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    • pp.31-48
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    • 2009
  • The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

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A Study on the Cognition of Structure and Contents of Elementary 3rd and 4th Grade Science Textbook in the 7th curriculum (제7차 교육과정에 따른 초등학교 3, 4학년 과학 교과서의 체제와 내용에 대한 인식 조사)

  • 김정애;노석구
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.37-50
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    • 2003
  • The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.

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Development and Application of the Student-centered Elementary Science Textbook Model: Focusing on Earth Science (학생 활동 중심의 초등학교 과학 교과서 모형 개발 및 적용: '지구와 우주' 영역을 중심으로)

  • Chae, Dong-hyun;Lim, Sung-man;Lee, Hyo-nyong;Han, Je-jun;Lee, Sang-gyun;Kim, Eun-jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.1
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    • pp.15-26
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    • 2016
  • The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

An Exploratory Case Study on Types of Teaching and Learning with Digital Textbook in Primary Schools

  • SUNG, Eunmo;JUNG, Hyojung
    • Educational Technology International
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    • v.19 no.1
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    • pp.35-60
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    • 2018
  • The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

Effects of Digital Textbook's Interactivity on the Learning Attitude : With a focus on the Tablet PC-based Digital Textbooks of Social Studies and Science (디지털교과서의 상호작용성이 학습태도에 미치는 영향 : 태블릿PC 기반의 사회와 과학 디지털교과서를 중심으로)

  • Yoon, Su-Kyung;Kim, Myeong-Ji;Choi, Jun-Ho
    • The Journal of the Korea Contents Association
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    • v.14 no.2
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    • pp.205-222
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    • 2014
  • This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.