• Title, Summary, Keyword: science textbook of United States and Korea

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Comparison of Environmental Education Contents in Science Textbook between Korea and Illinois State in USA - Focused on Environmental Education Contents of 3rd~6th Grades - (미국 일리노이주와 한국의 과학교과서에 나타난 환경교육 내용 비교 분석 - 3~6학년 환경교육 내용을 중심으로 -)

  • Park, Heonwoo
    • Journal of Korean Elementary Science Education
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    • v.33 no.3
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    • pp.453-463
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    • 2014
  • Environmental education contents in science textbooks of South Korea and the United States were compared and analyzed in order to find how to develop environmental education in elementary science education. McGraw-Hill science textbooks for third to sixth grade and science textbooks of Korea based on the 2009 Revised National Curriculum and the 2007 Revised National Curriculum were analyzed and compared. The categories were educational goals, kinds of contents, distributions of contents and tense. The result showed that the environmental education goals in science textbook of Korea and United States were biased to knowledge area. The educational contents of the United States was higher 2.5 times then Korea and distributed in all areas. In quantitative distributions in Korea were biased some special areas. Tense of educational contents were almost present. Attitudes and recognition of students varies gradually over a long period of time, the contents of environmental education will be useful "evenly distributed" for all areas and school year.

International Comparison of National Elementary Science Curriculum and Science Textbook on Introduction of Particulate Concept (물질의 입자적 관점 도입에 대한 초등과학 교육과정 및 교과서 국제 비교)

  • Sim, Byeongju;Yoon, Heesook
    • Journal of Korean Elementary Science Education
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    • v.37 no.2
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    • pp.147-160
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    • 2018
  • The purpose of this study is to compare the elementary science curriculum and textbooks of Korea, the United States, Japan, and Singapore to know how the contents on particulate concept of matter is introduced and expressed. In Korea, particulate concept of matter was adopted as a term for 'molecules' in the 3rd through 6th curriculum, and the term for 'particles' was adopted in the 2009 revised curriculum. In the United States, NGSS adopted the term 'particle' in fifth grade. Japan presented the concept of 'particle' as a core concept of matter in the commentary, and the expressions 'particles' were being introduced in the textbooks. But it did not cover particulate nature of matter at the elementary school level in Singapore. An analysis of elementary textbooks in Korea, the United States and Japan except Singapore showed particulate expressions in 'dissolution', 'state change of water', 'gas pressure and volume', 'combustion and extinguishment' units. Korean textbook was only being introduced in 'dissolution' and 'gas pressure and volume', but in the textbooks of Japan and the United States, water was expressed as particles in 'state change of water' unit. Discussion and implication on the introduction of particulate concept to elementary science curriculum and textbooks were suggested based on the results.

Elementary Science Textbook Analysis of Korea and the United States (한국과 미국의 초등학교 과학 교과서 분석)

  • Kim, Hyo-Nam;Park, Do-Yong
    • Journal of Science Education
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    • v.33 no.2
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    • pp.258-270
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    • 2009
  • Science textbook is the most frequently used teaching material in elementary schools of the United States and Korea. Elementary science textbooks of the United States and Korea are analyzed to find out the educational objectives and characteristics of contents shown in textbooks. About 100 pages each in the first grade and fourth grade science textbooks each nations are selected randomly for educational objective analysis. Life science contents of 1st to 6th grade are analyzed from elementary science textbooks of the United States and Korea. The analyzed textbooks in Korea are 'Wise life,' an integrated subject with social studies and science, and 'science.' The analyzed elementary science textbooks of the United States are Harcourt Science, which is one of the frequently used textbooks. The educational objective framework used includes science knowledge, scientific inquiry, scientific attitude, STS, and philosophy and history of science. The results show science textbooks of the United States emphasize scientific knowledge more than scientific inquiry. Korean science textbooks emphasize scientific inquiry more than scientific knowledge. Elementary science textbooks of the United States present some life science topics redundantly and expose more difficult topics than Korean.

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A Comparison of Elementary Science Teaching Materials in the United States and Korea (한국과 미국의 초등학교 자연과 교수 자료의 비교 분석)

  • Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.16 no.1
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    • pp.35-40
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    • 1996
  • Teaching materials are an important aspect to decide the quality of education. Science teaching materials include textbook, workbook, worksheet, OHP materials, posters, computer softwares, experimental equipments, slides, video tapes, and other audio-vidual materials. This comparing research is based on the contemporary teaching materials used in elementary schools of the United States and Korea in 1990s. The results of this study are : 1. The United States has more elementary science teaching materials such as posters, worksheets, computer softwares, OHP materials than Korea. Both countries developed elementary science textbooks, activity books, video tapes, science reading materials, and experimental equipments. 2. The frequancy of using these science teaching materials in Korea is bigger than that in the United States. In Korean elementary science classes, most of instructions are progressed by experimental activities. Korean elementary science textbooks are mostly consisted of science activities, but those of the United States includes science information, science related jobs, STS articles and some portion of science activities. 3. Experimental equipments of the United States are stronger than those of Korea. Various and excellent elementary science teaching materials such as computer softwares, posters, audio-vidual materials, and experimental equipments should be developed and used in elementary science classes for better elementary science education.

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Content Analysis of the Elementary Science Textbooks Between USA and Korea for leaching the Returnee Students (귀국학생 지도를 위한 미국과 한국의 초등 과학과 교과서 내용 분석)

  • 한영욱;김대홍
    • Journal of Korean Elementary Science Education
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    • v.21 no.1
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    • pp.1-11
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    • 2002
  • The purpose of the study is to compare and analyze the elementary science textbooks' contents between the United States(Science Horizons) and Korea for teaching the Returnee students. The analyzed contents are the name of chapters, the number of chapters, the page amounts of chapters, the structure of chapters and the studying time of chapters. The results of this study are : 1. Korean science textbook's number is 20. 'Science Horizons' has 6. Korean science textbook's total number of chapter is 58, 'Science Horizons' is 75. Korean science textbook's total number of page is 1,60.3, 'Science Horizons' is 2,106. So 'Science Horizons' has more number of chapter and page than Korean textbooks. 2. The ratio of Korean science textbook's contents is as follows: physical area, 22.4%; chemistry area, 12 1%: biology area, 39.6%; earth science area, 25.9%. But the ratio of 'Science Horizons' science textbook's contents is as follows: physical area,21.3%; chemistry area,4.0%; biology area, 46.7%; earth science area. 28.0%. 3. In case of 'Predicting the Weather' chapter, Korean science textbook has 3 lessons, 17 themes and 11 activities, whereas' Science Horizons' has 5 lessons, 10 themes and 5 activities. 4. The themes or chapters of 'Science Horizons' to propose deeper than Korea are about animals and plants, energy and movement, weather and season. our body, and earth and outer space. In case of Korean textbook are about chemistry area, the rock and volcanic activity and electric circuit. There are some differences between Korean and the United States' elementary science curriculum and textbook's contents. And the returnee students has many troubles to adapt korean science curriculum, textbooks and educational environment,;. Therefore, teachers should know and understand that, and help them.

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A Study on the Development of Information Literacy Textbook, School Library and Information Literacy (학교도서관의 정보활용교육을 위한 "도서관과 정보생활" 교과서 개발에 관한 연구)

  • Kim, Sung-Jun
    • Journal of Korean Library and Information Science Society
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    • v.42 no.3
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    • pp.271-292
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    • 2011
  • Information literacy education is a important role of today's school libraries. So the development of information literacy curriculum and textbook is necessary to establish educational role of school libraries more firmly. The purpose of this study is to examine the development of new information literacy textbook, School Library and Information Literacy published in 2011. For this, this study investigated the status of information literacy education and instructional media in Korea, the United States and Japan. After all, this study presented the textbook's development progress, curriculum, contents and method of application.

Developing an Innovative Framework of Grade $3{\sim}4$ Science Textbooks (초등학교 $3{\sim}4$학년 차세대 과학 교과서 체제 개발 연구)

  • Lim, Chae-Seong;Yoon, Hye-Gyoung;Jang, Myoung-Duk;Lim, Hee-Jun;Shin, Dong-Hoon;Kim, Mi-Jung;Park, Heon-Woo;Lee, In-Sun;Kwon, Chi-Soon;Lee, Dae-Hyung;Kim, Nam-Il
    • Journal of Korean Elementary Science Education
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    • v.26 no.5
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    • pp.580-595
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    • 2007
  • To respond to the announcement of the revised version of science curriculum early this year, it has been necessary to develop new science textbooks which can be appropriate and effective to achieve the goals of the revised curriculum. The system of new textbooks needs to embrace the concerns of cognitive development in scientific knowledge, skills, and attitudes as well as social and cultural demands in the rapidly changing society. To develop an innovative framework of science textbooks, we examined previous studies on textbook analysis in Korea and analyzed science textbooks in the United States, Singapore, and Japan. We analyzed various ways of introducing and developing conceptual knowledge, leading scientific inquiry skills and process, enhancing scientific attitudes toward science, technology, society and the environment in those science textbooks. In the process of framing the structures of textbooks, we focused on ways of increasing educational effects of visualized texts, leaners' interest, user-friendly procedure, scientific inquiry, effectiveness of hands-on activities, scientific reading and writing skills, and usage of workbook. Based on those aspects and analyses of textbooks, we attempted to propose a feasible framework of Grade $3{\sim}4$ Science textbook which can effectively respond to the educational changes and demands in the local and global society.

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Comparision of Verbs Used in the Learning Objectives in Physics Textbooks of Singapore, USA, & Korea (한국, 미국, 싱가포르 물리 교과서의 학습목표에 사용된 서술어 비교)

  • Tae, Jean-Soon;Yun, Eunjeong;Park, Yunebae
    • Journal of The Korean Association For Science Education
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    • v.35 no.3
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    • pp.375-382
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    • 2015
  • Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.