• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.452-464
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• 2005

Since the national curriculum and textbooks are essential to understand the country's educational system, the importance of the textbook analysis should be emphasized to understand the education in North Korea. In this study, the science textbooks of North Korean elementary schools published since the year 2000 were analysed in depth and compared with those of 1990's, then the change in North Korean elementary science education was investigated. As for the external format, the total pages of 3rd grade textbooks of 2000's decreased notably. The 4th grade textbooks show an emphasis on the integrating feature of season-related chapters. The analysis of each category using a content framework of TIMSS shows that the content proportion relating to Earth Science and Physical Science was increased, while the proportion relating to Biological Science was decreased. Besides, changes of proportion of each subcategories were analysed and discussed.

• Journal of Korean language education
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• v.28 no.1
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• pp.197-220
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• 2017

This study aims to suggest principles of making example sentences when describing grammar items and examines aspects of example sentences presented in Korean integrated textbooks. The requirements of example sentences in grammar descriptions have been mentioned in several preceding research. However, there is little research which focuses particularly on example sentences in grammar descriptions and examines the appropriacy of example sentences presented in Korean integrated textbooks. Therefore, this study sets up five principles to make appropriate example sentences and examine if these principles are in line with example sentences in Korean integrated textbooks published recently. Comprehension and use of grammar items are two significant aspects when making sentences. Thus, example sentences should show meaning, form and pragmatic information unambiguously. The findings show that most textbooks follow the five principles. However, some example sentences do not meet the requirements to be effective examples. In particular, the integrated textbooks need to include more example sentences related to the topic and the goals of the unit considering the role of grammar.

• Journal for History of Mathematics
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• v.32 no.4
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• pp.175-193
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• 2019

In this study, middle and high school authorized mathematics textbooks which were used in the period of syllabus are traced. Since the first appearance of authorized textbooks in 1947, 11 types of authorized textbooks written by eleven teams of authors have been used in the period of syllabus. Among them, 5 types correspond to today's middle school textbooks, while 6 types correspond to a combination of today's middle and high school textbooks. Nor were all of them used until 1955. There were changes such as suspending publication, changing publishers, or cancelling authorization.

• Research in Mathematical Education
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• v.24 no.2
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• pp.83-109
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• 2021

In the early stage of lesson enactment process, teachers use textbooks and other resources to select tasks and activities. It follows that discrepancies between textbooks and research-recommended pathways for learning may lead to concerns or issues with pacing in the classroom. To explore this idea further, this study examined the alignment between three popular standards-aligned textbooks series and volume learning trajectories. The results indicated that the standards-based textbooks examined may lack attention to important topics in the pacing of volume instruction, and suggest the need to inform both pre-service and in-service teachers about the gap between textbook lessons and volume learning trajectories so that they will be able to reflect students' thinking in volume learning trajectory to their lessons.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.248-253
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• 2021

The aim of this study is to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of 15 English textbooks currently used in South Korea. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that South Korea has tried to cultivate Korean learners' cultural competence through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.119-128
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• 2020

Objectives: This study aimed to analyze the textbook content, specifically that of the oral health units, of Korean elementary health textbooks in order to discuss oral health education in elementary schools through textbooks. Methods: The study analyzed the "oral health" units of six health textbooks for students in the fifth and sixth grades of elementary school in Korea. It identified the number of pictures, practice contents, and summaries in the textbooks, calculating the proportion of oral health units relative to the total number of pages in the textbook and comparing the learning goals provided by the WHO with the education contents. In addition, the study also analyzed several keywords from the textbooks in terms of whether they relate to oral health. Results: The comprehensive analysis on the oral health units within the three health textbooks analyzed revealed that all three were similar, except that the textbook from publisher A did not include an introduction. The three textbooks also had differences in terms of the organization of the contents. In terms of the learning goals of the oral health units, there were differences between the WHO standards and the learning goals from the textbooks, with the WHO standards only partially reflected. The analysis also showed that there were more keywords on oral diseases than those related to oral health management and prevention. Conclusions: Improvements should be made regarding the learning goals and education topics of health education in order to ensure that children receive a more systematic oral health education in their earlier years, which will help to develop and correct oral health management habits among elementary school students.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.17-37
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• 2015

In this paper, we compared and analyzed the Korean National Mathematics textbooks of the 2007 amendment curriculum and the Harcourt Math in America focused on fractions and decimals. To summarize the results of the analysis are as follows. First, both textbooks introduce fractions to the meaning of parts-whole concept, but the Harcourt Math is stronger than that of Korean Mathematics textbooks in the concept of unit fractions as a generator of fractions. Second, the fractions can be considered trivial materials - a fraction representing 1 whole, a fraction with it's denominator is 1 - were more clearly represented in our US textbooks than those of our Korean textbooks. Third, in the introduction of the term relating to the fractions, Korea is a strong point of view of the classification of fractions than the point of view of representation in comparison with the case of the United States. Fourth, the equivalent fraction and equivalent decimal concepts were described more detail in the United States of textbooks than those of the case of Korean textbooks. Finally, the approaches of fraction and decimal concepts were introduced more mathematically in the case of the United States than those of the case of Korean textbooks.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.157-173
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• 2020

Although there are various form of statistical graphs in the real world, the statistical graphs in elementary mathematics textbooks are very formalized by the pedagogical constraints. In this study, I examine the frames of statistical graphs and their educational importance, and analyze the frames in Korean, Australian, and MiC textbooks. As a result, the frames of statistical graphs in elementary mathematics textbooks (1) draws students' attention to the components of the graphs, (2) plays a supplementary role in students' drawing graphs by hands, and (3) helps to apply school mathematics to statistical problem solving in real life. The frames of statistical graphs in Korean textbooks is the form of tables focusing on (1) and (2), but these of MiC textbooks has various forms focusing on (3). On the other hand, Austalian textbooks introduced the table-form frames of statistical graphs at the lower graders, but gradually changed to the axis-form frames as the grade level increased. Based on this, a recommendation was drawn on how to deal with the frames of statistical graphs in elementary mathematics textbooks.