• Journal of Korean Home Economics Education Association
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• v.10 no.1
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• pp.171-183
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• 1998

The purpose of this study were to see the concept of creativity for the application to the home economics subject and to analyze the home economics textbooks required by the 6th curriculum in a viewpoint of the development of creativity. To achieve these purposes, the learning unit of making necessaries of 8 different home economics textbooks for middle school were compared in the point of titles of learning unit, learning objectives, contents of learning unit, study problems, and exercises. The results of this study were as follows : 1) For the learning objectives, most of home economics textbooks were focused on the basic knowledge and basic skills education rather than the creative thinking and creative problem solving. 2) For the contents of the textbooks, all of home economics textbooks were fixed by the materials and making steps for education of basic skills. So, it was found that the creativity of students could not developed. 3) For the study problems, most of home economics textbooks had some posibility of developing the creativity of students, relatively. 4) For the exercises, most of home economics textbooks had limited posibility of developing the creativity of students.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.64-79
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• 2006

This study was designed to make valuable suggestions for the development of environmental education(EE) teaching materials through teachers' and students' opinions. In the summer of 2005, an opinionnaire was sent to 1,749 secondary school EE teachers and 270 teachers of them answered. One hundred and six middle school students and 196 high school students in Kyunggi area were also participated in this survey. The opinionnaire in this study was based on the six standards, fairness and accuracy, depth, emphasis on skill building, action orientation, instructional soundness, and usability, developed by NAAEE(1998). Most teachers were totally dependent on textbooks in their teaching EE. They evaluated current EE textbooks most positively in the perspective of 'fairness and accuracy', whereas they evaluated them most negatively in the perspective of 'usability'. The problems of EE textbooks were differently recognized by teachers and students. The lack of contents stimulating students' interest was considered as the most serious problem of EE textbooks by students. Simultaneously, it was considered as the least serious problem of EE textbooks by teachers. Both EE teachers and students expect the future EE textbooks would consist of proper contents to reflect EE characteristics.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.599-617
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• 2011

This study is aimed at finding some drawbacks of current elementary mathematics textbooks and to give suggestions for ongoing new textbooks according to 2009 revised curriculums, by comparing and analyzing Korean textbooks and chinese textbooks of People's Education Press. The areas are confined to number concepts, addition and subtraction for comparative analyzing. The results are followings: Korea textbooks have more verbal expressions, designated instructive activities for students to do, similar algorithm applied for enlarging mathematical concepts, bigger number concepts and number usage of operations, and monotonous number sense activities. Therefore Korean textbooks, compared to China's, is more weaker in areas such as encouraging student's interest, in challenging mathematics, and in forming fundamental mathematical concept.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.8
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• pp.1274-1285
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• 2002

The purposes of this study are to help the authorized textbooks on home economics be selected and used effectively, to provide basic data that are needed to improve the quality of home economics textbooks, and to suggest a next curriculum on home economics. In the study, eight high school home economics textbooks for "6th Curriculum developed by Ministrv of Education and Human Resources Development"were used for the analysis. The results are summarized as follows: there were wide differences in degrees of diversity and accomplishment in the contents of textbooks. In comparison, it was unfolded that three areas, "family", "home resource management" and "consumer" ,occupied much larger portions than other areas. About 81 percent of the authors of home economics textbooks were professors. A contents analysis on the clothing area showed that every textbook includes costume culture, clothing materials, clothing maintenance, and clothing construction. The presentation coverages and relative difficulties of textbooks were, however, diverse. It is somewhat noticeable that, while fewer professors majoring in clothing construction participated in writing, generally more pages were allocated to clothing construction than other areas. While presentations on anthropometrics method, construction theory, draft theory, usage of sewing machine and fitting theory were insufficient most textbooks were dealing with drafting of basic slopers and sewing procedure, etc. Making-up techniques on the apparels items such as Korean traditional men's pants, pajamas, shirt vest skirt, pants, apron and Korean pouch were handled closely in each textbook.

• Journal of Korean language education
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• v.23 no.1
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• pp.77-100
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• 2012

This study investigates issues in relation to text segmenting, in particular, line breaks in Korean language textbooks. Research on L1 and L2 reading has shown that readers process texts by chunking (grouping words into phrases or meaningful syntactic units) and, therefore, phrase-cued texts are helpful for readers whose syntactic knowledge has not yet been fully developed. In other words, it would be important for language textbooks to avoid awkward syntactic divisions at the end of a line, in particular, those textbooks for beginners and intermediate level learners. According to our analysis of a number of major Korean language textbooks for beginner-level learners, however, many textbooks were found to display line-breaks of awkward syntactic division. Moreover, some textbooks displayed frequent instances where a single word (or eojeol in the case of Korean) is split between different lines. This can hamper not only learners' learning of the rules of spaces between eojeols in Korean, but also learners' development in automatic word recognition, which is an essential part of reading processes. Based on the findings of our textbook analysis and of existing research on reading, this study suggests ways to overcome awkward line-breaks in Korean language textbooks.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.2
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• pp.143-155
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• 2004

The aims of this study are to analysis about the contents associated with the ocean environment compared 17 special-subject textbooks to 2 common-subject textbooks, and to make some proposals for construction of contents. The results of it are as follows; 1. Only 17 books among 36 textbooks taught by the fisheries and marine high schools are contained to some contents related with ocean environment. The contents associated with the ocean environment take possession of 90%, 62% each of total pages in the textbooks, 'ocean pollution' and 'ocean environment'. 2. Of compulsory texts, namely, 'general fisheries', 'general ocean' and 'information treatment of fisheries-marine', the former 2 books are composed of 4.5%, 36.2% each relating with ocean environment. But the last one is nothing. 3. Therefore, even a little contents of ocean environment and its conservation, it is necessary to add as the reasonable rate to the characteristics of each book in 36 special-subject textbooks. 4. And also it is shown that the common-subject textbooks,'ocean science', ' earth science I' and 'earth science II', are composed of 35.7%, 10%, 16.7% each. So we'd like to recommend that the contents of ocean pollution and environmental conservation have to add more.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.301-316
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• 2011

In this study, some discordance between curriculum and textbooks in usage of mathematics terms, dual meaning of some terms in the usage of those terms in textbooks, and inconsistency of defining methods of terms are discussed through some examples. Generally it can not be expected that there are any discordance between curriculum and textbooks, because textbooks are developed in the basis of curriculum. But actually, some discordance between curriculum and textbooks can be found out. Some terms are used with two different meaning, geometric figure and measure. It can be causative of troubles in teaching and learning mathematics. Terms of same kind can be expected to be consistent in the way of defining, but some examples defined inconsistently can be found out. The following four suggestions are offered as conclusions. First, textbooks must be consistent with curriculum. Second, The meaning of terms used in textbooks must be stipulated obviously. Third, terms of same kind must be defined consistently. Fourth, it is necessary to supplement a system for developing elementary mathematics textbooks. The result of this study can help develop new textbooks, and revise curriculum, and develop new curriculum.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.61-70
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• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.15-27
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• 2001

The purpose of this study is to understand and compare the characteristics of the content organization system of three Environment textbooks currently used, and to examine its connectivity with the teaching & teaming methods included in the Environment subject part of the 7th Korean National Curriculum. For the analysis three Environment textbooks for middle school and their teacher's guide books by three companies. published(A, B, and C) The result of the taxonomic analysis showed that three Environment books had different steps to get to the lesson class unit in the way that A of six steps, B of five steps and C of seven steps. The amount of main text was different In the domains of'Human and Environment','Environmental Problems and its Counter-plan'and'Environmental Conservation'of three textbooks each. All of three textbooks had the biggest percentage in sub-domains of'Living Environment to Keep'and'Global Environmental Problem'in 'Environmental Problems and its Counter-plan'domain. Considering teaching & loaming methods all of three textbooks contained many activities as 55 in A, 66 in H and 91 in C. Among 9 teaching 8E teaming methods and others listed in the Environment subject part of the 7th Korean National Curriculum, the investigation method is most frequently used in all of three textbooks. The drama, the paly and the case study were used rarely as teaching & teaming methods in activities In the consideration of the content amount regarding academic fields, it was revealed that three textbooks overemphasized the aspect of natural sciences comparing the aspect of human & social sciences aspect as a whole. Generally the appendix section of all three textbooks were well organized to support the teaching and teaming activities in main text.