• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.276-286
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• 2012

This research is aimed to examine the differences through comparative analysis of the Earth Science contents in the science textbooks between Korea and DPRK. The contents of level and scope in science textbooks between Korea and DPRK are analysed by TIMSS frameworks. The results of this research are as follows : 1. The science textbooks of DPRK is lower in quality of paper, printing to that of Korea, and the illustrations, editing design in the textbooks of DPRK are fewer, monochromic and monotonous while those in Korea. 2. The contents of Earth Science in DPRK's science textbooks rank 37.0%, but those of Korea's science textbooks rank 25.5% of the whole textbooks. The learning units related to Earth Science are generally similar to the level and scope in science textbooks between Korea and DPRK. The type of inquire activities in the textbooks of DPRK largely takes on the model experiment, and it was shown that the number of experiments directly made by children is very small compared to Korea' textbooks. 3. There are lots of differences in Earth Science learning terms and predicates used in the textbooks between Korea and DPRK.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.200-210
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• 2003

This study is focused to characteristics of earth region vocabularies used in 7th curricula science textbooks for 3rd to 6th grades of elementary school. The numbers of earth region vocabularies are generally increased from the lower to the higher grade textbooks, ‘science’ and ‘experiments and observation’. In ‘science’ textbooks, numbers and use frequencies of earth region vocabularies are predominant in astronomy and atmospheric science vocabularies. Meanwhile, in ‘experiment and observation’, domains related with astronomy have relatively more numbers of the vocabularies but domains related with geology have higher use frequencies of those vocabularies relative to domains related with another areas. ‘Strata’ and ‘fossil’ of geology vocabularies, ‘air temperature’ of atmospheric science vocabularies and ‘sun’ and ‘planet’ of astronomy vocabularies are commonly the highest frequent in the use for science textbooks and experiment and observation. In the both books, earth region vocabularies are derived from 70% to 80% words of Chinese, below 10% of pure Korean, and rest of other languages. Additionally, cases of pure Korean vocabularies unpacked from professional nomenclatures, ones without previous explanations and multiple vocabulary applications to same phenomena are observed in the both books. Synthesizing above results, it is suggested that the reconsideration of domains related with each area of earth science and vocabulary uses assigned to above cases is necessary, in possible.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.624-629
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• 2005

Numerical data of the geological time scale in Earth Science I, II textbooks and those of University textbooks of Korea and other countries are briefly reviewed. Numerical data of the geologic time scale shown in Earth Science I, II textbooks are mostly out of date and many of them follow those in the University textbooks of Korea. The same situation is apparent for introductory Earth Science or Geology textbooks of other countries as old data exist in their text books as well. There are many new data in the International Stratigraphic Chart (ISC 2000) and International Geologic Time Scale (IGTS 2003) recently updated by International Commission on Stratigraphy (ICS) and A Geologic Time Scale (GTS 2004). Among the new data, some important things are Paleogene and Neogene Periods of Cenozoic Era, Mississippian and Pensilvanian Epochs of Carborniferous Period, Paleoproterozoic, Mesoproterozoic, and Neoproterozoic Eras of Proterozoic Eon, and Eoarchean, Paleoarchean, Mesoarchean, and Neoarchean Eras of Archean Eon. These new data should be used in the new Earth Science textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.72-84
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• 2008

This study is focused on the main concepts of gravity and geomagnetics which are introduced in the earth science textbooks of high school in 7th curriculum. This study examines the validity and accuracy of the Earth Science textbooks and shows some effective teaching plans by using the latest materials. This study also illustrates the main concepts of gravity and geomagnetics through presenting some effective and practical teaching-learning methods. The results of the study were as follows: First of all, a number of main concepts of six textbooks of high school were selected; the field of gravity, the direction and dimension of gravity, the measurement of gravity, the main reason of gravity anomaly and geoid, earth terrestrial magnetic field, secular variation of goemagnetics. Secondly, most Earth Science textbooks of high school explains the main concepts of the gravity and geomagnetics in similar ways. Those textbooks, however, don't put an emphasis on the essential contents which has been regarded as important thing in terms of the current educational course of study. The high school textbooks also use the material which is too old-fashioned and has some problems of accuracy and validity. Especially, many main concepts of the textbooks and scientific data(such as the direction of gravity, the measurement of gravity, the main reason of gravity anomaly, the use of geoid, secular variation) are different with those of South Korea, In addition, some materials(graphs and diagrams) are very old ones and they don't have authentic information.Finally, Among the various main concepts, some important ideas (the direction of the gravity and the method of measuring gravity, the measurement and use of gravity anomaly, the definition of geoid and secular variation of geomagnetics) should be corrected by showing the latest and authentic materials.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.363-371
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• 2008

The purposes of this study were to analyze the level of Earth science vocabularies in the 10th grade textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 10th grade students as difficult ones. For this purpose, we extracted the Earth science vocabularies from eleven textbooks, and classified into scientific and non-scientific vocabularies with the SWA program based on the standard Korean language dictionary. In addition, we investigated the difficulty of each vocabulary by surveying five hundred sixty students with a questionnaire. Results showed that the frequency of the scientific vocabularies that were beyond the designated level was the largest among any other levels in all textbooks. Most of the vocabularies selected by students as difficult ones to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered when developing science textbooks and difficult vocabularies should be replaced with easy ones without a change of meaning.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.38-50
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• 2011

As the rate of foreign workers increasing, the rates of their children are rising, as well. The children's native countries vary from Japan, China to Indonesia, and difficulty of learning is expected in their entering the regular education due to the differences in the contents and curriculum they had learnt. This study analyzed the science textbooks of five Asian elementary schools including Korea, China, Indonesia, Thailand, and Iran-in diversified sides focusing on the content of earth science, for the children of foreign workers. The characteristics of the elementary science textbooks of the subject countries were compared in seven criteria-the rate of earth science in the textbooks, how units are arranged, whether the earth science contents are included, the contents highly related to their socio-cultural traits, photographs, scientific inquiries, and test items. The textbooks showed numerous differences with their own characteristics, and it is expected that the children of foreign workers would face difficulties in studies taking parts in the Korean formal education. Hereupon, this study proposes the needs of development of sub-materials for the children of foreign workers adapting to schools, and reinforcement of educating teachers for understanding children, with a national plan for the children excluded from education due to problems such as an illegal residence.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.477-488
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• 2005

Fossil photographs in science and earth science textbooks on the 7th curriculum including those of elementary, middle and high school, are analyzed to estimate the adequacy and scientific significance focusing on the locality and scale. The results show that most of the textbooks have included various types of fossil photographs: 32 in elementary textbooks, 50 in middle school and 109 in high school. However, the presentation of scientific information on each photographs is insufficient. Only $68\%$ of the elementary textbooks designates locality and only $6\%$ includes scales. Among middle and high school textbooks, 40 and $16\%$ of photographs describe locality, and 14 and $18\%$ of photographs exhibit scale, respectively. More scientific and appropriate presentation of fossil photographs, such as locality and scale, is needed to enhance educational effect.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.