• Title, Summary, Keyword: environmental science textbook

Search Result 46, Processing Time 0.047 seconds

Comparative Analysis of STS contents on the Next Generation Science Textbook and High School Science Textbooks Focused on the Earth Science (차세대 과학 교과서와 기존 과학 교과서의 STS 교육내용 비교 분석 -지구과학 영역을 중심으로-)

  • Hyun, Jiyong;Park, Shingyu;Kim, Jungwook;Chung, Wonwoo
    • Journal of Science Education
    • /
    • v.32 no.2
    • /
    • pp.1-16
    • /
    • 2008
  • The purpose of this study was to analyze about STS contents in the next generation science textbook for 10th grade according to curriculum revision 2007 and high school science textbooks focused on the Earth Science which were published according to the 7th curriculum. The contents of STS were analyzed by the STS topics of Yager(1989), Piel's standard(1981), and student activities by SATIS. The results of this study are the same as follows: 'The next generation science textbook' was shown that 20.9% is STS material amount in average by Yager's standard. 'High school science textbooks' were shown that 11.3% is STS material amount in average. Based on the STS topics by Yager's standard, most of STS content is focused on 'Relativity with local community', 'Application of science' and 'Cooperative work on real problems'. However, there is rare contents such as 'Multiple dimensions of science', 'Practice with decision-making strategies' and 'Evaluation concerned for getting and using information' in the next generation science textbook. In high school science textbooks were shown that 'Applicability of science' is the highest and 'Relativity with local community' is the next high contents. Based on the STS topics by Piel's standard, most of STS contents are focused on 'Environmental quality', 'Space research' and 'National defence' in the next generation science textbook. But high school science textbooks are focused on 'Natural resources' and 'Technology development'. The activities were analyzed by SATIS student activities. The major categories of activities included in the next generation science textbook were 'Investigation', 'Simulation' and 'Data analysis'. But, there were rare activities like 'Roleplaying', 'Research design' and 'Simulation' in high school science textbooks.

  • PDF

An Analysis of STS Contents in the area of 'The Earth and the Universe' in Elementary Science Subject (초등 과학과 '지구와 우주' 영역의 STS 내용 분석)

  • Lee, Sang-Gyun;Choi, Seong-Bong;Kim, Chan-Gi
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.4 no.1
    • /
    • pp.66-73
    • /
    • 2011
  • This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

Content Analysis of Secondary School Environmental Education Textbooks and 10th Grade Science Textbooks (중등 환경 교과서와 10학년 과학 교과서의 공통 내용 분석)

  • Shin, Dong-Hee;Son, Yeon-A;Park, June-Hee
    • Hwankyungkyoyuk
    • /
    • v.21 no.3
    • /
    • pp.26-40
    • /
    • 2008
  • This study aims to analyze the science content in secondary school environmental education(EE) textbooks and the environment-related content in secondary school science text- books. Firstly, a total of 73 EE and science textbooks for secondary students were reviewed, which three kinds of textbooks, secondary school EE textbooks and the 10th grade "Science" textbooks, were finally selected for analysis. Three researchers separately analyzed the textbooks using NAAEE framework(1996) for the development of EE materials. In condition that there was a disagreement in their opinion, they had discussed until they came to an agreement. The results showed that secondary school EE textbooks contained more and deeper science concepts than the 10th grade "Science" textbooks, which were evaluated better in all perspectives of the analysis framework. The 10th grade "Science" textbooks had more various teaching and learning activities than EE textbooks. It it expected that the new EE textbook developers should consider the ultimate goal of EE which focused the affective perspectives rather than the cognitive perspectives.

  • PDF

Study on Environmental Factors of Inquiry Instruction of Secondary School Science Teachers (중.고등학교 과학교사의 탐구수업 환경 요인에 관한 연구)

  • Lee, Hyun-Uk;Shim, Kew-Cheol;Yeau, Sung-Hee;Chang, Nam-Kee
    • Journal of The Korean Association For Science Education
    • /
    • v.18 no.3
    • /
    • pp.443-450
    • /
    • 1998
  • This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

  • PDF

A Study of the Analysis about Natural Disaster in Elementary Society and Science Textbooks (초등 사회 및 과학 교과서의 자연재해 내용 분석)

  • Kim, Hai-Gyoung;Moon, Byoung-Chan;Oh, Kang-Ho
    • Hwankyungkyoyuk
    • /
    • v.20 no.3
    • /
    • pp.89-101
    • /
    • 2007
  • The purpose of this study was to analysis natural disasters which can be applied environmental education for elementary students. For this study, the elementary society and science textbooks were selected. The results of this study are as follows. the society textbooks contain 2 units of the natural disaster in the 4th and 5th grades. In the science textbooks, 5 units of the natural disaster were showed in 3rd, 5th and 6th grades. The learning quantities were 4 hours in society textbooks and 7 hours in science textbooks. In society textbooks, the contents relating meteorological disasters were dominance. But the science textbooks were showed both meteorological and geological disasters. In aims of learning, while the society textbooks were focused as damages, prevention, counter-plan and restoring plan of the natural disaster, the science textbooks were emphasized damages. the photos in society textbooks, meteorological disasters were superiority in number; especially the flood and heavy rain were 76%. In science textbooks, the photos about earthquake were prominent as 40%. For activating environmental education in elementary school based on these results, it can be suggested that the effects of natural damage as tsunami and global warming should add to elementary textbooks. And the elementary teachers need to understand contents and photos relating environment problem in the elementary textbooks.

  • PDF

The Development of STEAM Education Textbook on Water Pollution (물의 오염도 측정에 대한 STEAM 교육 교재개발)

  • Hong, Min-Ah;Hwang, Book-Kee;Choi, Jung-Hoon
    • Journal of Environmental Science International
    • /
    • v.21 no.8
    • /
    • pp.909-929
    • /
    • 2012
  • It is an after-school material for elementary school student based on STEAM education which has a theme of water pollution as a global issue. First of all, we take a look at various ways of measuring water pollution and among them, we include experiment for student to know about the water pollution by using indicator organisms. Next, we examine how some elements in our daily life affect on water and provide class with systematically technological and engineering solution. With this text book, we let the student recognize environmental problem and seek for the solution about it. Therefore, it helps student to connect with stream of thought.

The Effect of the Experience-based Ecology-Environmental STEAM Program on Ecological Sensitivity of Elementary Students (체험중심 생태환경 초등학생들의 생태적 감수성에 미치는 영향)

  • Kim, Sunil;Shin, Youngjoon
    • Journal of Korean Elementary Science Education
    • /
    • v.38 no.4
    • /
    • pp.465-474
    • /
    • 2019
  • The purpose of this study was to investigate the effect of the experience-based ecology-environmental STEAM education on ecological sensitivity of elementary students. The research subjects were 62 third graders of S elementary school located in Incheon. They were divided into the experimental group of 33 students and the comparative group of 29 students. The experimental group was provided the educational program with the experience-based ecology-environmental STEAM education. The comparative group was provided the theoretical and ecological self activity program based on the textbook. The results of this study can be summarized as follows; First, the experience-based ecology-environmental STEAM education had a meaningful effect on improvement of ecological sensitivity. Second, we found that access to the ecological environment education is important in all subjects, not in education that is biased toward. Third, in ecological environment education, experience-oriented education methods are more meaningful than indirect experiences trapped in textbooks. Fourth, ecological environment education can contribute to the improvement of ecological sensitivity as well as the intellectual aspect of ecology and environmental science. In conclusion, it was found that the ecological environment program should be conducted with activities of experience.

Study on Development of Curriculum for Environmental Education based on the Standpoint of Ecology - Analysis of the Environmental Issues within the Science Textbooks used in the Elementary, Middle and High school - (생태학적 관점에 입각한 환경 교육 과정 개발 연구(III):초,중,고등학교 과학 교과서의 환경 관련 내용 분석을 중심으로)

  • 김태현;남현우;신현철;신현웅;조강현
    • Korean Journal of Environmental Biology
    • /
    • v.17 no.3
    • /
    • pp.305-313
    • /
    • 1999
  • As a comprehensive study on the development of curriculum for environmental education based on the standpoint of ecology, the environmental issues within the science textbooks used in the elementary, middle and high school were analyzed with the special emphasis to four aspects; 1) the causes and 2) the examples of environmental pollution, 3) the principles of ecology, and 4) the endeavor to overcome environmental crises. The results confirm that the science textbooks were written on the basis of Environmentalism rather than Ecology, and the environmental issues were listed fragmentarily within the subjects related to science, and not systematically assembled between inter-subjects or-sciences. Therefore, the systematic and inter-scientific approaches based on the ecology will be needed for further and better environmental education.

  • PDF

An Analysis of STS Materials in Chemistry Parts of Middle School Science Textbooks (제 6차 교육과정에 따른 중학교 과학 교과서(화학단원)의 STS 내용 분석)

  • Kim, Yun Hi;Kwon, Hyo Jin;Moon, Seong Bae
    • Journal of the Korean Chemical Society
    • /
    • v.43 no.3
    • /
    • pp.321-327
    • /
    • 1999
  • The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ?reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.

  • PDF

CHANGE DETECTION ANALYSIS OF FORESTED AREA IN THE TRANSITION ZONE AT HUSTAI NATIONAL PARK, CENTRAL MONGOLIA

  • Bayarsaikhan, Uudus;Boldgiv, Bazartseren;Kim, Kyung-Ryul;Park, Kyeng-Ae
    • Proceedings of the KSRS Conference
    • /
    • /
    • pp.426-429
    • /
    • 2007
  • One of the widely used applications of remote sensing studies is environmental change detection and biodiversity conservation. The study area Hustai Mountain is situated in the transition zone between the Siberian taiga forest and Central Mongolian arid steppe. Hustai National Park carries out one of several reintroduction programs of takhi (wild horse or Equus ferus przewalskii) from various zoos in the world and it represents one of a few textbook examples of successful reintroduction of an animal extinct in the wild. In this paper we describe the results of an analysis on the change of remaining forest area over the 7-year period since Hustai Mountain was designated as a protected area for reintroduction to wild horses. Today the forested area covers approximately 5% of the Hustai National Park, mostly the north-facing slopes above 1400 m altitude. Birch (Betula platyphylla) and aspen (Populus tremula) trees are predominant in the forest. We used Landsat ETM+ images from two different years and multi temporal MODIS NDVI data. Land types were determined by supervised classification methods (Maximum Likelihood algorithm) verified with ground-truthing data and the Land Change Modeler (LCM) which was developed by Clark Labs. Forested area was classified into three different land types, namely the forest land, mountain meadow and mountain steppe. The study results illustrate that the remaining birch forest has rapidly changed to fragmented forest land and to open areas. Underlying causes for such a rapid change during the 15-year period may be manifold. However, the responsible factors appear to be the drying off and outbreak of forest pest species (such as gypsy moth or Lymantria dispar) in the area.

  • PDF