Elementary Textbooks Research Articles

2015 개정 초등학교 수학 교과서의 나눗셈 계산 원리 지도에 대한 고찰

In everyday life division appears in the two contexts, partitive or measurement context. Teaching division algorithm is based on analyzing the context through operating numerical models, consciousizing the division algorithm process consisting of the partial multiplications between divisor and quotient, and formalizing the calculation principle. In these processes, it is important to manipulate models and express the result of manipuation appropriately to the context. However, it is identified that the model manipulation and the sympbolic expression of model manipulation are not accord with. In the elementary school mathematics textbooks, the product of divisor and quotient appearing in division algorithm is expressed in the measuremet context. This inconsistency presents a significant educational challenge in elementary mathematics, which requires guiding the formalized principles of mathematics through manipulation activities for specific models. In this study, the characteristics of the product of divisor and quotient appearing in the division algorithm were analyzed, and based on this, some suggestion was presented to improve teaching division algorithm.

한국과 일본의 초·중학교 학교급별 국어교과서 어휘 대조

This paper explores differences in national language textbooks for elementary and middle schools between Korea and Japan, which are currently in use as of 2020, with a focus on the different school levels.<BR> To this end, the purpose of this study is to reveal characteristics of elementary and middle school textbooks by country in the semantic distribution of the vocabulary, on the basis of BunruiGoihyo(1964, 2004). Findings will also be compared with those in my former study in 2018, which analyzed middle and high school textbooks revised before 2016.<BR> In <high level classification> that divided the target vocabulary into five, significant differences were observed in <1.4 Product and Tool> and <1.5 Natural object and Natural phenomenon> in elementary school for both countries. This was an item that also showed a significant difference in middle school in my former study in 2018.<BR> In the end, it was clarified that the higher the school level, the fewer the words appearing in the corresponding area. Meanwhile, there was a more significant difference in Korean middle schools than in elementary schools in <1.3 Human activity, Mind and Behavior>. In Japanese middle schools, there was a significant difference in <1.2 Principal agent of human activity>, which shows the characteristics that elementary schools are nature and animal centered. In <middle level classification> that divided the target vocabulary into 43 categories, there were significant differences in about 20 items between elementary and middle schools in both countries, and the trend is also the same as the ‘<high level classification>.<BR> Elementary schools in Korea showed high significance in the order of machinery, animal, dwelling, living organism, nature/object, and tool, and Japanese elementary schools in the order of animals, nature/object, material and road/civil engineering. On the other hand, there were significant differences in foodstuff, duty, body, exchange and culture/history in Korean middle schools, whereas the significant differences were found in the order of human, economics, members/position, governance/politics, nation/region and partner/colleague in Japanese middle schools. There are differences in the theme and claims of textbooks between the two countries, to the extent that there is little in common between these two countries.

An Analysis of Sustainable Activities in Japanese, Korean, and Singaporean Elementary Mathematics Textbooks

The purpose of the study was to explore how contents related to sustainable development were presented in Japanese, Korean, and Singaporean elementary mathematics textbooks. For this purpose, the contents in the textbooks were analyzed at both macro and micro levels through a mixed method research. The results showed that the sustainability-related contents were included from the third or fourth grade in all the textbooks. The related contents were involved to mathematics content domains of Numbers and Operations, Pattern, and Data and Possibilities. The sustainability-related contents were used both to introduce and to apply mathematical concepts or principles. Most of the sustainable development activities led students to solve problems by using the mathematical contents they had learned, while some other activities induced students to consider sustainability as well as to solve problems. This study is expected to give implications for textbook developers and teachers to connect sustainable development meaningfully to elementary mathematics education.

A Study on Nuclear Stress in Elementary English Textbooks in Korea

This study considered how nuclear stress is addressed in elementary English textbooks. For this, elementary English textbooks were surveyed to identify activities for nuclear stress, and teacher’s guides to see if they offered adequate linguistic and pedagogical tips for nuclear stress. Nuclear stress identified in the textbooks was analyzed in terms of informational focus in English. The findings were: 1) In two textbooks, nuclear stress was addressed concerning question/sentence reading and presented with key expressions mostly in question-answer pairs; 2) Questions mainly consisted of wh-questions with a broad focus, while answers with a broad focus outnumbered those with a narrow focus; 3) Nuclear stress in questions and answers with a broad focus was placed on the last content words excluding a few marked or erroneous cases; 4) All the erroneous nuclear stress placements in the two textbooks were those with a broad focus; 5) The teacher’s guides of one series of textbooks alone provided linguistic and pedagogical tips for nuclear stress, however the tips were often inaccurate and insufficient.

NILAI-NILAI KARAKTER DALAM BUKU TEKS SEKOLAH DASAR KELAS RENDAH

The study aims 1) describe character values in low-grade elementary school textbooks; 2) describe the strategy of presenting character values contained in low-grade elementary school textbooks. Expected out of the study are research reports relating to character values in low-grade elementary school textbooks and publications in scientific journals. The research method used is a qualitative descriptive method with the researcher as a key instrument. Data collection is done by the listening-note method. Data analysis is qualitatively descriptive. The object of the research is the textbook of elementary school issued by Kemendikbud and Erlangga. Data analysis includes data reduction, data presentation, data verification, and triangulation. This research cover is a scientific article to be published in nationally accredited scientific journals 3-6 and the proceedings of international seminars. The level of technological maturity (TKT) of this research is included at level 1, which is the basic principle of the techniques studied. The results showed that almost all character grades appeared in low-grade elementary school textbooks. The strategy of presenting character values through reading text and various tasks.

Scrutiny of Global Citizenship in Chinese Elementary School English Textbooks and Teachers’ Practices during COVID-19 Pandemic

Problems associated with globalisation have been exacerbated with the COVID-19 pandemic, which made us more aware of the interconnected nature of the world. Global pandemic requires global solutions, and the educational system should look beyond the confines of national borders to advocate for Global Citizenship Education (GCE) to provide such solutions. However, it is still underexplored that to what extent Chinese elementary school English textbooks reflect the notion of GCE and how they guide teachers’ practices particularly during the COVID-19 pandemic. To address the gap, a mixed-method study was conducted to scrutinize two versions of Chinese elementary school English textbooks and explore teachers’ practices, so as to contribute to China’s context-specific GCE endeavours through English language teaching (ELT). The findings demonstrate that the themes of GCE are embedded in two versions of textbooks to varying degrees and with unbalanced distribution. Some elements that do not comply with the proposition of GCE and the excluded themes may impede the full realisation of global citizenship values. Interview results show that teacher training is urgently needed to integrate GCE into interdisciplinary subjects and raise teachers’ critical awareness to challenge the prevailing routines in ELT. The findings could also provide some pedagogical enlightenment for teachers’ practices during the COVID-19 pandemic.

Wildlife Management in Elementary and Middle School Textbooks

Wildlife Management in Elementary and Middle School Textbooks

Diffusion of false Information on Fluid Mechanics

Elementary school textbooks say that in a curved river, the flow is slow on the inside and fast on the outside. On the other hand, from a fluid-dynamic point of view, the inside is fast and the outside is slow. We have investigated why such a contradiction occurs. Previous measurements in downstream rivers have confirmed that sedimentation occurs inside bends in plain rivers, and many rivers slow inside. In this report, measurements were taken in the upstream river. As a result, we observed several cases in which the inner part was faster and the outer part was slower in the upper reaches. Further experiments are needed to confirm this result. In addition, since most people usually see rivers in the lower reaches, it is speculated that elementary school textbooks have described that the inside of the river is slow.

초등 과학 교과서의 화학 반응에 대한 초등예비교사들의 내용 이해에 관한 연구 : 2015 개정 교육과정 중심으로

This study investigated the analysis of chemical reactions in the 2015 revised curriculum science textbook and the questions of six chemical reactions through questionnaires. The results are as follow. The subjects of this study were 54 students in senior who are pre-service elementary teachers. After experiencing all the experiments in elementary science textbooks for one semester, six chemical reactions were selected from the science textbooks. The six research questions were: writing reaction formulas, matching coefficients, mass relationship, state of matter, thermal relationship, kind and types of reaction. I found out the level of understanding through the questionnaire. In writing the chemical reaction formula, the confirmation of the chemical reaction and reason was answered by looking at the basic theoretical knowledge and the phenomenon that appeared. As for the coefficient of the chemical reaction equation, the incorrect answer rate was much higher than the correct answer rate due to the lack of a concept of the balanced equation. As for the mass relation, more than half of them are generally aware of it because of the theoretical knowledge that mass is conserved. But there were many students who recognized that mass could change as the state of matter changes. As for the state of matter, It was difficult to distinguish the states of reactants and products during chemical reactions so about half of the students recognized the state of matter. As for the thermal relationship, most students recognized that energy is involved in a chemical reaction from the theoretical knowledge and the phenomena that appeared. As for the kinds of reacions, most of the students were familiar with them but did not know well about the types of reaction. Therefore, the lack of knowledge about chemical reactions can affect the classes in the future education field, so it is important to acquire knowledge from the college subjects and individual efforts.

A corpus-based comparative analysis of elementary school English textbooks in South Korea and China

The present study aims to provide implications applicable to Korean English education by comparing Korean and Chinese elementary school English textbooks. Five types of Korean elementary school English textbooks and three types of Chinese elementary school English textbooks for 6th grade were constructed as a corpus. To find out how Korean and Chinese elementary English textbooks differs from English corpus, the Corpus of Contemporary American English (COCA) and The Child Language Data Exchange System (CHILDES) were selected. The study results are as follows. First, in terms of vocabulary characteristics, Chinese textbooks had higher lexical diversity and used more familiar, concrete and emotional vocabulary. Second, in terms of sentence and discourse characteristics, as the esult of the average sentence length, syntactic complexity of the sentence, readability index, cohesion analysis, text difficulty of Chinese textbooks was higher. Third, although the high-frequency vocabulary of Korean and Chinese English textbooks was generally similar, there was a difference in that first and second person pronouns are used more frequently and the conjunction ‘and’ is used less frequently in Korean textbooks. As a result of comparison with the English corpus, the high-frequency vocabulary of Korean and Chinese textbooks was more similar to the children’s corpus rather than the general corpus.

The Effect of Scientific Learning with Video Media on Students' Understanding of Animal Adjustment to Their Environment

Science learning in elementary schools has the aim of introducing students to nature and the surrounding environment and being able to understand the role of students in environmental conservation. Science consists of various science theories and through real learning students are able to understand these theories. So far, the implementation of science learning in elementary schools is still using conventional learning models through lectures, questions and answers, and assignments. In learning science, teachers tend to use image media in elementary school science textbooks. Learning that is more dominated by teachers causes students to become passive so that students' understanding of science material is low. To overcome these problems, teachers need to innovate in order to be able to improve the quality of science learning. One of the innovations that can be done by teachers is using a scientific approach in science learning and utilizing video as a science learning medium. The purpose of this study was to prove the effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment. The researcher uses a quantitative research approach because the data generated is in the form of numbers and analyzed statistically. This research is an experimental research and a one group pretest-posttest research design. The population and sample of this study were students of class V with a total of 23 students. The instrument used to collect research data was a test sheet to measure students' understanding of the adaptation of animals to their environment. By using a paired sample t test analysis through SPSS 21, it was concluded that there was an effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment.

Russian anthroponyms at the initial stage of teaching Russian as a foreign language: linguodidactic aspect

This article is devoted to the topical problems of studying Russian anthroponyms at the initial stage of teaching Russian as a foreign language. The authors highlight and describe the main difficulties that foreigners face when using Russian first and last names in speech – the choice of the combination of components of the Russian personal name necessary in a specific communicative situation; the presence of a wide range of hypocoristic and qualitative personal names, the difficulty of correlating them with the full form of the name; the coincidence of some male and female hypocoristic personal names, making it difficult to distinguish them in a small context. A comparative analysis of elementary level textbooks on Russian as a foreign language from the point of view of the representation in them of Russian personal names prescribed by the lexical minimum of the corresponding level for mastering by students. It is established that the necessary lexical material in the analysed manuals is not fully presented, lack of systematic presentation of information about the formation and use of anthroponyms is mentioned. The authors of the article have formed and presented a system of language and speech tasks that make up for these shortcomings and contribute to the successful development of Russian personal names by foreign students at an elementary level of language proficiency.

La historiografía conservadora mexicana: los héroes en los libros de texto de civismo lasallistas (1953-1989)

This paper reviews Bernardo Zepeda Sahagún’s elementary and middle school civics textbooks (1953-1989). The selection of dates is due to the fiscal foundation of the Lasallian publishing house Enseñanza and the publication in 1989 of the Letter to the Lasallian Family. The latter is important because it is linked to the discussions and reflections that the de la Salle religious held on the need to train their laity. The civicpolitical formation was a fundamental aspect of these ideas, so this circumstance defined the closing ofthe time frame. Methodologically, aspects of Fairclough’s three-dimensional model are taken up for the textbook revision. The purpose of this paper is to demonstrate that the history and the heroes of these books are tools to form virtue and elements in accordance with the conservative historiography in Mexico.

Formative and informative nature of ecology content in elementary school textbooks of islamic religious education

Based on the analysis of the Islamic religious education textbooks, this research aimed to explore the nature of content with respect to its formative and informative character, as well as to investigate the teachers’ stances about the character of the ecology content in the elementary school textbooks of religious education. The starting assumption was that the research findings would show that the ecology content in elementary school textbooks of Islamic religious education is by its nature both formative and informative. We used a theoretical analysis method, a content analysis method, and a descriptive analytical survey method. The research corpus comprised Islamic religious education textbooks, and the sample consisted of 100 religious education teachers from Tuzla and Zenica. The findings related to the teachers’ stances showed that the majority of teachers consider that formative and informative ecology content is not sufficiently represented, but that the formative ecology content is present more. On the other hand, the results of the content analysis indicated that informative ecology content is more present than the formative content. Keywords: religious education, textbook, teaching content, informative and formative character.

Analysis of Inquiry Trends in Chinese Elementary, Middle and High School AI Textbooks: Focused on Romey’s Method

목적 본 연구는 초&#8901;중&#8901;고 인공지능 교과서의 개발 및 재편집, 인공지능 교육과정의 발전에 대하여 시사점을 내릴 수 있도록 중국인공지능 교과서의 탐구적 경향을 분석하였다. 방법 목적을 달성할 수 있도록 본 연구는 학생들의 탐구 활동을 유도하고, 탐구의 기회를 제공하고 있는 정도에 대하여 정량적으로 측정할 수 있는 Romey기법으로 진행하기로 하였다. 연구대상으로 교과서의 영향력, 출판 연도, 출판사, 저자 등 여러 가지의 요소를 고려하여 초&#8901;중&#8901;고학교에서 사용 중인 13권의 인공지능 교과서를 선정하였다. 결과 연구 결과로서, 초등학교 인공지능 교과서의 본문과 시각 자료, 활동은 탐구주의적 성향이 나타났으며, 평가는 극단적인 탐구주의적 성향으로 나타났다. 중학교 인공지능 교과서의 본문과 활동은 권위주의적 성향이 나타났으며 시각자료의 경우 탐구주의적 성향으로 나타났다. 고등학교 인공지능 교과서의 본문, 활동은 권위적인 경향이 보인 것으로 판단되었으며 시각 자료는 탐구주의적경향이 보인 것으로 판단되었다. 초&#8901;중&#8901;고 인공지능 교과서의 본문, 활동, 평가의 차원에서, 학년이 높을수록 교과서의 탐구 성향이 약하는 것으로 보인다. 결론 결과를 통태로 초등학교 인공지능 교과서의 기본 원리나 지식에 대한 검토, 고등학교 인공지능 교과서의 탐구주의적 경향이 더 높게 조절할 필요 등과 같이 제언하였다.

A Systematic Review to Comprehend the Cultural Representation in L2 Mandarin Textbooks

Cultural representation in foreign/second language textbooks has received considerable research attention in recent years. This diachronic study reviews previous studies’ methodological trends and research foci on cultural representation in L2 Mandarin textbooks from 2005–2020. It systematically searched all relevant publications in three accessible databases: Web of Science, Scopus, and CNKI. A total number of 48 relevant publications were collected and analyzed. The review indicates that most publications are empirical studies, covering qualitative, quantitative, and mixed studies and most sampled textbooks are elementary textbooks from China. It also reveals that the main source for collecting data is documented, and the commonly used data analysis methods are comparative, content, discourse, and semiotic analysis. Besides that, examining cultural elements in textbooks seems to be a key research focus among the publications, followed by analyzing cultural orientation, unconventional culture phenomenon, and ideology behind cultural representation in textbooks. The current study contributes to the literature by providing a detailed review of cultural representation in L2 Mandarin textbooks and identifying the research gaps. Accordingly, it concludes with recommendations for future research to study cultural representation in textbooks.

Visual Analysis of Local Content in English Elementary Textbook in Surakarta Indonesia: A Focus on Cultural Local Content

Abstract: English for elementary education policy in Indonesia states that English is categorized as a local content curriculum area. The local content curriculum is an educational program whose content and media (such as visuals) and delivery strategies are linked to the physical environment, social environment, and cultural environment and regional needs. Based on this government policy, some problems are raised. The objective of this research was to investigate the local content represented visually in the textbook (for example illustrations of cultural local contents that are represented in clothing, physical settings, and so on) that are stated and written in the fourth grade English textbook in Surakarta, Indonesia. This research is qualitative research using directed visual content analysis approach. The subject of focus in this research is the fourth grade English Textbook in the district of Surakarta Indonesia and the object is the visual local and cultural content illustrated in the textbook. The data analysis technique is based on Krippendorf analysis, to which the researchers unitized, sampled, recorded, reduced, inferred, and narrated the data from the analysis of the textbook. The validity of the data used in this study is the persistence of observation. The result of the study shows that local visual content found in the textbook which is tailored to the local and cultural characteristics of Surakarta is only found in Lesson 5 or only 10% from the overall content of the textbook. This means that 90% of the content of the textbook does not really cater visually to the local elements that are important for the identity and pride of Indonesian people in the city of Surakarta.&#x0D; &#x0D; Keywords: English textbook for elementary school, Local content, Visual content analysis

Analysis of Plant Species in Elementary School Textbooks in South Korea

Background and objective This study was conducted to find out the status of plant utilization in the current textbooks by analyzing the plants by grade and subject in the national textbooks for all elementary school grades in the 2015 revised curriculum in Korea. Methods The data collected was analyzed using Microsoft Office Excel to obtain the frequency and ratio of collected plant data and SPSS for Windows 26.0 to determine learning content areas by grade and the R program was used to visualize the learning content areas. Results A total of 232 species of plants were presented 1,047 times in the national textbooks. Based on an analysis of the plants presented by grade, the species that continued to increase in the lower grades tended to decrease in the fifth and sixth grades, the upper grades of elementary school. As for the number and frequency of plant species by subject, Korean Language had the highest number and frequency of plant species. The types of presentation of plants in textbooks were mainly text, followed by illustrations and photos of plants, which were largely used in first grade textbooks. In addition, as for the area of learning contents in which plants are used, in the lower grades, plants were used in the linguistic domain, and in the upper grades, in the botanical and environmental domains of the natural sciences. Herbaceous plants were presented more than woody plants, and according to an analysis of the plants based on the classification of crops, horticultural crops were presented the most, followed by food crops. Out of horticultural crops, flowering plants were found the most diversity with 63 species, but the plants that appeared most frequently were fruit trees that are commonly encountered in real life. Conclusion As a result of this study, various plant species were included in elementary school textbooks, but most of them were horticultural crops encountered in real life depending on their use. Nevertheless, plant species with high frequency have continued a similar trend of frequency from the previous curriculums. Therefore, in the next curriculum, plant learning materials should be reflected according to social changes and students’ preference for plants.

An analysis of the 2015 revised elementary 6th grade English textbook dialogues with reference to the gender discrimination

목적 본 연구에서는 초등학교 6학년 5종 영어교과서의 대화문 분석을 통해 성차별 요소의 여부를 판단하여 양성 평등에 가장 기반을 둔 교과서를 알아보고 향후 교과서 개발 및 교육과정 제작에 의미 있는 자료로서 제공하고자 한다. 방법 이를 위하여 5종 교과서의 대화문 총 235개에서 남녀 등장인물의 수를 파악하고, 그중 누가 대화문을 시작하는지, 그 단원의 학습목표와 직접적으로 관련된 언어 형식을 담은 문장을 남녀 중 누가 많이 발화하고 있는지 빈도 분석 방법으로 살펴보았다. 표면적 요소 이외에, 상황이나 장소, 직업, 역할 부여 등 남녀 등장인물에게 내재된 비표면적인 성차별적 요소를 파악하여 사례분석을 통해 제시하였다. 결과 본 연구의 분석 결과는 다음과 같다. 첫째, 5종 중 1종 교과서를 제외한 모든 교과서에서 대화문의 남녀 등장인물의 비율이 남성이 여성에 비해 높은 것으로 나타났다. 둘째, 단원의 목표 언어를 포함한 주요 표현을 발화한 성별 비율이 모든 교과서에서 남성이 여성보다 높게 나타났다. 셋째, 주요표현을 처음으로 발화한 첫 발화자 비율 역시 남성이 여성보다 모든 교과서에서 높았다. 넷째, 성별 주요표현 발화 수를 발화의 상황과 장소와 연관시켜 살펴본 분석에서 남성은 여성보다 다양하고, 많은 상황에서 발화하였으나 여성은 한정된 상황에서 발화를 한 것으로 나타났다. 또한, 남성은 사회적 공간에서 주요 표현의 발화를 더 많이 하였으나, 여성은 가정 안에서 더 높은 발화 비율을 보였다. 다섯째, 성별에 따른 직업을 살펴보면 힘이나 안전과 관련된 직업은 주로 남성과 연관되어있고, 돌봄이나 안내와 같은 서비스를 제공하는 직업은 여성과 연관되어 묘사됨으로써 성별에 따른 직업적 차별이 존재하였다. 결론 교과서 대화문 분석을 통해 남성과 여성에 따른 차별이 명시적으로 드러났기에 앞으로의 양성평등 교과서 편찬을 위한 제언을 하였다. 글로벌 인재 육성을 목표로 하는 외국어 교육에 있어서 양성평등의 교과 콘텐츠의 제공은 학습자에게 올바른 성 가치관과 성 역할의 형성에 필수적이다. 이러한 목표를 효과적으로 달성하기 위해서는 젠더적 관점에 기초한 교과서가 필요하다고 할 것이다.

초등수학 교과서의 뺄셈 문제 상황 분석

Even in the daily life of elementary school students, it is often natural to think of ‘small number’ first and ‘large number’ later. However, in most elementary school mathematics textbooks, there are biased situations in which the ‘large number’ is presented first and the ‘small number’ is presented later. In this study, we discussed the conventions of setting the problem situation of subtraction, in which implicitly 'large number' is presented first and ‘small number’ is presented later. In addition, we discussed the pedagogical actions related to the actual problem situation of subtraction in which ‘small number’ is presented first and ‘large number’ is presented later. Through this, we searched an improvement direction for the biased setting method of subtraction problem in which 'large number' is presented first and 'small number' is presented later. For this purpose, we analyzed the subtraction problems presented in the mathematics textbooks and workbooks for grades 1 to 3 of elementary school by 8 types to identify their characteristics. This research shows that it is necessary to provide various problem-solving experiences for the actual problem situation of subtraction, and it can play a role in expanding the range of thinking about subtraction from the perspective of early algebra.