• Title/Summary/Keyword: textbook analysis

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Problems and Improvements of Teaching the concept of Pyramid in Elementary Mathematics Textbook (초등학교 수학교과서 '각뿔' 지도 방식에 대한 분석과 개선 방안)

  • Lee, Dong Hwan
    • School Mathematics
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    • v.15 no.1
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    • pp.1-14
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    • 2013
  • The purpose of this study is to examine the way of teaching the concept of pyramid in the elementary mathematics textbook and try to improve the problem. Although textbook present the general definition of pyramid as including regular pyramid, right pyramid, oblique pyramid, the textbook intentionally deal with right pyramid or regular pyramid. This intention reflect the intuition or familiarity of students. But, according to the analysis, this intention do not realized. The example of pyramid presented in the textbook do not coincide with mathematical definition and intuition of students. If we intend to deal with right pyramid in the textbook, we should treat of regular pyramid and right pyramid whose base is a rectangular in the textbook.

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The Development of the Elementary Environmental Education Textbook Relevant to Global Warming based on Responsibility Ethics - Focused on 5th, 6th Grade Students - (책임윤리학에 기초한 지구온난화 관련 초등 환경교육 교재 개발 - 초등학교 5, 6학년을 중심으로 -)

  • Jeong, Ha-Na;Chi, Chun-Ho;Lee, Sang-Won
    • Hwankyungkyoyuk
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    • v.22 no.3
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    • pp.31-48
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    • 2009
  • The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

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Development and Application of the Student-centered Elementary Science Textbook Model: Focusing on Earth Science (학생 활동 중심의 초등학교 과학 교과서 모형 개발 및 적용: '지구와 우주' 영역을 중심으로)

  • Chae, Dong-hyun;Lim, Sung-man;Lee, Hyo-nyong;Han, Je-jun;Lee, Sang-gyun;Kim, Eun-jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.1
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    • pp.15-26
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    • 2016
  • The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

An Exploratory Case Study on Types of Teaching and Learning with Digital Textbook in Primary Schools

  • SUNG, Eunmo;JUNG, Hyojung
    • Educational Technology International
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    • v.19 no.1
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    • pp.35-60
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    • 2018
  • The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

An Analysis of the Contents Related to the Multicultural Education in Elementary School Subject: 'Pleasant Life' based on the 2007 Revised National Curriculum ('즐거운 생활' 교과에 나타난 다문화 교육 내용 분석)

  • Park, Han-Sook
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.4
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    • pp.574-590
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    • 2012
  • The purpose of this study is to analyze the 'Pleasant Life' textbook in the elementary school focused on the perspective of ethnocentrism and cultural relativism. The first- and second-grade textbook 'Pleasant Life' of the revised 2007 national curriculum was made to serve build up sound body and mind through activities and play together with different products and life culture which is associated with multicultural education. But in the global world that is changing to the multicultural area, the textbook 'Pleasant Life' has a tendency to not to be satisfied this current needs. The analysis criterion is made up six elements: understanding culture, self-identify, human equality, conquest of prejudice and collaboration. The results of analysis on contents related to the multicultural education in the elementary 'Pleasant Life' textbook for the 1st and 2nd grade are follows. The first, in the plenty of images and pictures, there are not diverse races in the textbook. Yellow race naturally command an overwhelming majority in the textbook images and pictures. Second, the 'Pleasant Life' has a few multicultural contents and if teacher would not have will for teaching multicultural contents, he can't teach multicultural education. Third, 'Pleasant Life' textbook has overmuch ethnocentrism contents which is expressed traditional play and folk songs. These contents lead to exclusiveness for other culture to students. In conclusion, it is needed to grow concerns for multicultural education and the national curriculum should offer precise guidelines on the direction and standards of multicultural education.

Reconstruction and application of an analytic framework for discursive approach to interpretations of graph -The case of a Korean textbook and CMP- (담론적 관점에서 그래프 해석에 대한 분석틀 재구성 및 적용 -우리나라 수학 교과서와 미국 CMP 교과서 중심으로-)

  • Kim, Won;Choi, Sang-Ho;Kim, Dong-Joong
    • The Mathematical Education
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    • v.57 no.4
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    • pp.433-452
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    • 2018
  • The purpose of this study is to provide implications for improvement of mathematics textbook based on discursive approach to textbook analysis that complementarily combines a communicational approach to cognition and social semiotics. For this purpose, we reconstructed an analytic framework for discursive approach to written discourses of Korean textbook and CMP, and applied it to our analysis. Results show that several characteristics in meanings were developed by the use of words and visual mediators. First, in the case of ideational meaning, there were qualitative and quantitative differences between vocabularies used and between information addressed by visual mediators. Second, in the case of structural meaning, an offer and application of procedure was emphasized in a Korean textbook, whereas expectation and selection experiences of diverse possibilities for problem solving was underlined in CMP. In the case interpersonal meaning of student-author, imperative instructions were paid attentions in a Korean textbook. In contrast, students' interdependence and active participation were stressed in CMP. Therefore, this study addressed ideas about how to analyze mathematics textbooks based on integrated meanings developed by the use of words and visual mediators. In addition, it distributes implications for improvements of Korean mathematics textbooks through the analytic framework of both mathematical meanings and interpersonal meanings of student-author.

Comparative Content Analysis of Middle School Informatics Textbooks and Suggestions for Improvement (중학교 정보 교과서 비교 분석 및 개선 방안)

  • Jin, Young-Hak;Huh, Min;Kim, Yung-Sik
    • The Journal of Korean Association of Computer Education
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    • v.13 no.3
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    • pp.25-34
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    • 2010
  • This study is done to compare and to analyze middle school Informatics textbooks developed according to 2007 revised national curriculum. In this paper, suggestions are made for improvement on Informatics textbooks. Textbooks were analyzed based on two criteria, in framework and content, and collected data were analyzed according to Content Analysis method. As a result of analysis, a framework of textbooks showed differences in the entire construction, discipline-specific weight, content developing structure, and types of assessment, and content of textbooks showed differences in the concepts and the kinds of programming language. Six improvements in developing Informatics textbook from the results of content analysis were suggested and this will be helpful in developing the Infomatics textbook in the future.

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A Study on Users' Need Analysis for Building Textbook Special Libraries Portal Sites (교과서전문도서관 포털사이트 구축을 위한 이용자 요구분석 연구)

  • Noh, Younghee;Choi, Won-Tae;Yun, Dayoung
    • Journal of the Korean Society for information Management
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    • v.31 no.4
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    • pp.69-102
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    • 2014
  • In this study, we propose an approach of building a portal site that can offer integrated services for textbook through special libraries For this purpose, we analyzed previous related studies and investigated textbook portal construction sites domestically and abroad. Based on this research, we developed survey questions and conducted a survey targeting users of textbook libraries. As a result, the following projects are required for creating a textbook library: a comprehensive list of textbooks and other content construction, digitization projects of library holdings, collection and delivery of various textbook-related reference books, building a textbook database by topic, collecting and providing textbook-related research publications, a cooperation network with textbook-related organizations, and active promotion of portal sites.

Research Trends of Elementary Science Textbook: Focus on Papers Published in Domestic Journals in the Last Twenty Years (최근 20년 동안의 초등 과학 교과서 연구 동향 분석)

  • Namhoon, Kim;Hyoungjin, Kim;Sukjin, Jung;Dongseok, Kim;Jisuk, Kim;Heejun, Lim
    • Journal of The Korean Association For Science Education
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    • v.42 no.5
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    • pp.487-499
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    • 2022
  • This study aims to understand the trends and characteristics of elementary science textbook research. For this purpose, among the papers published in science-related journals from 2001 to 2021, 156 studies related to elementary science textbooks were analyzed to examine the research trends on textbook analysis. The analysis criteria consisted of two major categories, 'outward feature' and 'topic.' The subcategories of 'outward feature' consist of 'year of publication,' 'target curriculum,' 'target grade,' 'science content area,' 'subject of study,' and 'publishing institution.' The sub-categories of 'topic' consist of 'comparison,' 'content,' 'illustration,' 'inquiry activity,' 'perception of textbooks,' and 'others.' As a result of the analysis on 'outer feature,' textbook-related research was conducted almost every year, and the research on the 2009 revised science curriculum, on the 3-6 grades, and on the whole field of science had the most. The science textbook researches were published not only in science education-related journals but also in other areas' journals. As a result of the analysis of the 'topic,' the number of papers was higher in the order of comparative research, content analysis, illustration, inquiry activities, and perception of textbooks. Implications for accredited textbook system of elementary science were discussed based on the analyses on the elementary science textbook research trends.

Development and Application of a Creative Problem Solving Analysis Framework for Elementary School Science Textbook - Focused on the 5th and 6th grade 1st semester - (초등 과학 교과서에서 창의적 문제해결력 분석특 개발과 적용 - 5, 6학년 1학기 교과서를 중심으로 -)

  • Kim, Hyun-Jeong;Choe, Seon-Yeong;Kang, Ho-Kam
    • Journal of Korean Elementary Science Education
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    • v.22 no.2
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    • pp.163-172
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    • 2003
  • The purpose of this study was to develop the analytic framework of Creative Problem Solving(CPS) for elementary school science textbook. For this purpose, we developed the framework based on the theories of problem, definition of problem solving and various kinds of CPS model. The six elements of the framework for content analysis were extracted through theoretical examination: problem introduction, problem statement, solution thinking, formulating hypothesis, testing hypothesis, and assessment. The developed framework was applied to the extbooks for the 5th and the 6th grades 1st semester in elementary science textbook of the 7th national curriculum. The results of this study were as follows: 1. The scores of the framework for content analysis in the 5th grade were slightly higher than those of the 6th grade, but there were no significant difference. 2. The comparison of the scores between the elements of the framework was found that the scores on the elements of testing hypothesis and formulating hypothesis were higher than those of the other elements. 3. The comparison of the scores between the units was found that the scores of the framework for the 9th unit (“trip of water”) of the 5th grade were higher than those of the other units, which were presented lower level than 1.0 (50.0%) score of the framework. 4. The comparison of the scores between the intensive course and the regular coures in the 6th grade textbook was showed that the scores on the intensive course were higher than the basic course. In conclusions, it was found that the problem introduction and problem statement in the textbook should be amended, and that various information and activities should be presented in the textbook.

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