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A Study on the Misconceptions in the Self-directed Learning Using a Mathematics Digital Textbook: Focused on the Division of Fractions (수학과 디지털교과서 자기주도적 학습에서 나타난 오개념에 대한 연구: 분수의 나눈셈을 중심으로)

  • Heo, Hae-Ja;Choi, Jeong-Im
    • School Mathematics
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    • v.11 no.4
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    • pp.643-664
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    • 2009
  • This study was aimed to understand the problems that students experience during the self--directed study of a mathematics digital textbook and to find the implications for the design of digital textbook. For this study, we analyzed the process of self-directed learning on 'division of fractions with same denominator' using digital textbook by eight 6th graders. Students asked to use think aloud method while they study the unit. Their learning process was videotaped and analyzed by researchers after the experiment. After the self-directed learning, students filled out a test items and participated interview with a researcher. The result showed that students experienced several misconceptions and errors while using a digital textbook. The types of misconceptions and errors were cataegorized as "misconceptions and errors caused by a mathematics textbook" and "misconceptions and errors caused by a digital textbook". Especially, students showed several important misconceptions and errors because of the design factors. This implies we need to consider the causes of misconceptions for the design of a digital textbook.

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Effects of Teachers' Personal Backgrounds and Training Experiences on Digital Textbook Usage Competency, Understanding, Recognition of Effectiveness, and Attitude (교사의 개인배경과 연수경험이 디지털교과서 활용역량, 이해수준, 효과성 인식 및 태도에 미치는 영향)

  • Lim, Keol;Park, Sang-Hoon;Kim, Mi Hwa
    • Journal of Digital Convergence
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    • v.14 no.9
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    • pp.53-61
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    • 2016
  • This study aimed to understand the effectiveness of teachers' backgrounds and digital textbook training experiences on digital competency, understanding of the digital textbook, perception of the digital textbook effectiveness and attitude toward the digital textbook. A total of 101 valid elementary, middle and high school teachers participated in the survey and the data were analyzed using the SPSS statistical package. As a result, male teachers showed higher digital competency than female teachers. Also, teachers who experienced with digital textbook training understood more about the digital textbook. It was suggested that a newly structured professional development program for the digital textbook considering teachers' personal backgrounds should be developed.

Science Textbooks under the Rule of CHOSUN Government General (일제시대(日帝時代)의 조선총독부(朝鮮總督府)편찬 이과교과서(理科敎科書))

  • Nagata, Eiji;Song, Min-Young
    • Journal of The Korean Association For Science Education
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    • v.13 no.3
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    • pp.389-395
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    • 1993
  • Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.

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Analysis of Elementary School Students' Visual Attention on the Editorial Design of 'Structure and Function of Our Body' in the 2007·2009 Revised Elementary Science Textbook (2007·2009 개정 초등 과학 교과서 '우리 몸의 구조와 기능' 단원의 편집디자인에 따른 초등학생들의 시각적 주의 분석)

  • Shin, Won-Sub
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.428-438
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    • 2017
  • The purpose of this study is to analyze the visual attention of elementary school students according to the editorial design of the 2007 2009 revised elementary science textbook 'Structure and function of our body'. For this purpose, eye movements were collected while elementary school students were watching real textbooks wearing mobile eye tracker. The BeGaze 3.7 program of SMI company was used analyzing eye movements. Twenty-six elementary school students participated voluntarily in mobile tracking research. Elementary students learned the contents of textbook related to 'digestive organ' and 'respiratory organ' by using double reading learning strategy. The results of this study are as follows. First, as a result of pre- and post-knowledge tests, there was no statistically significant difference in learning effect between 2007 revised and 2009 revised textbook editing design. Second, elementary school students tended to give more visual attention to text than textbook illustrations. Third, the selective attention and persistent attention of elementary students showed a very strong positive correlation (.940), but the selective attention and self-control showed a strong positive correlation (.499). Fourth, students with high level of attention and low level showed high visual occupancy in text than in illustrations. Fifth, elementary school students preferred the 2009 revised science textbook to the 2007 revised.

Analysis of Recognition Difference Regarding Informatics Textbook (정보 교과서에 대한 인식 차이의 분석)

  • Kang, Oh-Han
    • Journal of the Korea Industrial Information Systems Research
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    • v.16 no.2
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    • pp.191-198
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    • 2011
  • In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

A Study on the Selection Criteria for Home Economics Textbook in the Middle School (중학교 가정 교과서 선정 기준에 관한 연구)

  • 권리라;윤인경
    • Journal of Korean Home Economics Education Association
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    • v.10 no.1
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    • pp.41-57
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    • 1998
  • The purpose of this study was to make a selection criteria for Home Economics textbooks in the middle school. For this purpose, first, the criteria were out by collecting, analyzing and synthesizing the literature. Second, questionnaire survey of the 6 selection criteria was performed. Questionnaire sent to Home Economics teachers of 401 middle school selected by systematic random sapling, 233 questionnaire were received and 220 questionnaire were analyzed for this study. As a statistical tool, SPSSWIN was used to analyze frequency, mean, standard deviation, and factor analysis. The research findings were as follows ; 1. Now for kinds of Home Economics textbooks are mainly used. At that time when textbooks were selected, these selections were made upon deliberation with the teachers in charge and in future this method will be desirable. Most home economics teachers realize that the selection criteria is needed to improve the objectivity of textbook selection. 2. As a result of making factor analysis, the selection criteria were revised that 52 items in 7 categories were chosen as textbook criteria plan. They consist of 5 items related to the outward form of textbook, 5 items related to the learning materials in textbook, 10 items related to the composition of textbook units, 11 items related to the guiding contents of textbook, 7 items related to the subject of experiment.practice, 9 items related to the composition of picture, photograph and diagram. and 7 items related to the use of instructional-learning method.

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A Study about Improvement of Digital Textbook Interface based on Affordance Theory in the Context of HCI (HCI 관점에서 어포던스 이론에 근거한 디지털교과서 사용자 인터페이스 개선 연구)

  • Hwang, YunJa;Sung, EunMo
    • The Journal of Korean Association of Computer Education
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    • v.19 no.2
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    • pp.61-71
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    • 2016
  • The purpose of this study was to identify problems of usability and to improve an interface in the digital textbook for leaner's leading to self-directed learning. To address those goals, the theory of affordance, which was related to affordance as leading to behavior, was applied for analyzing the user interface of digital textbook. Also, 10 students, 4th grade elementary school, were participated in the study. Participants were reported affordance's problems of digital textbook through Human Computer Interaction. As a result, some affordance's problems of the digital textbook were found out as follow; difficulty of page clicking, too small touch button, confusing the button, and, need to specific guidance. Based on the result, some suggestions were recommended to improve usability of digital textbook.

The Effectiveness of Cognitive Scaffolding in an Elementary Mathematics Digital Textbook

  • CHOI, Jeong-Im
    • Educational Technology International
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    • v.14 no.1
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    • pp.75-108
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    • 2013
  • The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.

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The Analysis of Inquiry Scopes in High School General Science Textbook Based on the 6th Curriculum - Emphasizing the Analysis of Inquiry Experiment - (제 6차 교육과정에 따른 고등학교 공통과학 교과서의 탐구영역 분석 - 탐구 실험을 중심으로 -)

  • Park, Won-Hyuck;Kim, Eun-A
    • Journal of The Korean Association For Science Education
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    • v.19 no.4
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    • pp.528-541
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    • 1999
  • In order to obtain data for developing an ideal science curriculum. four kinds of General Science textbooks based on the 6th curriculum were analyzed. Particularly inquiry activities were analyzed by Scientific Inquiry Evaluation Inventory(SIEI). The results are as follows: 1) The average number of inquiry activities in four kinds of textbooks is 115.5. And the number in each textbook is very diverse: textbook A contains 94 inquiry activities, textbook B 147. textbook C 100 and textbook D 121. 2) As for the number of inquiry activity scopes in four kinds of textbook. observation comes to 22, experiment 117, interpreting data 196, investigation 64, discussion 51, classification 4 and prediction 8. And then the conceptional inquiry activity is about 2.3 times as many as the inquiry experiment. 3) According to the analysis of each inquiry task by SIEI. textbook A has 268, textbook B 328, textbook C 207 and textbook D 304. 4) In the analysis of the structure of inquiry activity, the evaluation of the competition and cooperation scale shows more emphasis on common tasks. no pooled results(87.1 %). The discussion scale mostly consists of activities without discussion required among students(83.5%). The evaluation of openness scale shows more emphasis on activities with problems, procedures and answers presented(58.3%). In the evaluation of inquiry scope scale, the inquiry scope scale mostly has the activities to demonstrate or verify the contents of the text(66.9%). 5) As for the analysis of inquiry activities as a whole. The inquiry pyramid in four kinds of General Science textbooks shows the type I that emphasizes the inquiry activities in low level such as gathering and organizing data. The inquiry index in four kinds of textbooks is average 47.8, shows very high level (above 35).

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An Analysis of Mathematics Textbook's Contents Based on Davydov's Activity Theory (Davydov의 활동이론에 기반한 초등학교 수학교과서의 내용 분석)

  • Han, Inki
    • East Asian mathematical journal
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    • v.29 no.2
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    • pp.137-168
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    • 2013
  • In this paper we study activity theory and Davydov's learning activity theory. We analyze brief history of activity theory in Russia, structure of human activity, and Davydov's studies in activity theory. Especially we analyze Davydov's 1st grade mathematics textbook, and try to investigate embodiment of Davydov's learning activity theory in his mathematics textbook.