Elementary Textbooks Research Articles

특수 초등 국어과 교과서 삽화 분석

Objectives The purpose of this study was to analyze the Korean language textbook’s illustrations of the special elementary school and provide basic data on illustrations when developing textbooks in the future. Methods Six special elementary Korean language textbooks were collected and a total of 1,668 pages were analyzed. The analysis tool was used by creating a frame with formal aspects(number, type, size, arrangement, clarity) and content aspects(role, suitability, and content consistency). Results First, the number of illustrations contained more than one illustration on each page. Second, paintings were the most common types of illustrations. Third, the 1st and 2nd graders and the 3rd and 4th graders were the most common 1/16-sized illustrations, and the 5th and 6th graders were the most common 2/3-sized illustrations. Fourth, by arrangement, many illustrations were placed below in the 1st and 2nd grades, at the center in the 3rd and 4th grades, and above in the 5th and 6th grades. Fifth, the clarity was very high. Sixth, data provision was the most common role of illustrations. Seventh, in terms of illustration suitability, there were the most essential functions. Eighth, the content consistency was very high. Conclusions It was discussed and suggested to increase the illustrations budget, increase photo illustrations, and improve the quality of illustrations when developing textbooks in the future.

프랑스에서의 한국어교육에 대한 연구 동향

The purpose of this paper is to understand the trend of Korean language education research for French learners by analyzing the content and research methodological characteristics of research on Korean language education conducted in France. As a result of analyzing 57 papers selected for the study, French Korean language education research deals with the current status and problems of Korean language education institutions in terms of content, and mainly focuses on pronunciation, grammar, and vocabulary. Teaching and learning research has a lot of elementary textbook analysis, and research on speaking areas and web-based education has been found to be insufficient. In terms of methodology, it has been found that there are mainly many qualitative and mixed studies, and the ratio of primary and secondary studies is equal, and case studies tend to be the main focus. Descriptive consideration is mostly based on textbook research and researcher's consideration, and overall, it was found that the diversity and expertise of research methods were insufficient.

Future Primary Teachers’ Knowledge about the Perimeter and Area of a Rectangle

What is the quality of the mathematics knowledge of our pupils and our students – future teachers? Do they know how to apply such knowledge in real situations? Can they explain the concepts and procedures or do they just practice and automate the procedures without reasoning? These questions are often asked in the context of teaching mathematics and the education of future teachers. Considering the irreplaceable role of elementary (primary) schoolteachers in the process of teaching and learning mathematics, we set the goal of the research: to check the quality of our future primary school teachers’ knowledge of the perimeter and area of a rectangle. Teachers’ mathematical content knowledge must primarily be conceptual knowledge rather than procedural knowledge. The test results showed that the conceptual knowledge of future teachers is weaker than the procedural knowledge. Due to the obtained results and the role of textbooks as a basic learning resource, we have decided to also present the results of an analysis of the types of tasks related to the perimeter and area of a rectangle in elementary school textbooks.

2015개정 초등 국어 교과서의 읽기 상위인지 수용 양상

Objectives The purpose of this study is to analyze how the metacognition is reflected in the elementary school Korean language textbooks based on the revised 2015 curriculum.
 Methods Through literature review, the metacognition was divided into knowledge (declarative, procedural, conditional knowledge) and regulation (planning, monitoring, evaluation), and an analysis framework was established. The subject of analysis is 11 reading-related chapters in the 6th grade 1st and 2nd semester Korean language textbooks.
 Results After dividing the 11 chapters into general chapters and reading chapters, and analyzing them according to the framework, it was found that the general chapters were biased towards specific functional knowledge rather than regulating the metacognition. Moreover, only one reading chapter in the 1st semester of the 6th grade reflected monitoring of the metacognitive regulation in the textbook. In addition, there was a lack of linkage between the educational content of the metacognition by grade and chapter.
 Conclusions Based on these results, recommendations for future elementary school Korean language textbooks are as follows: Firstly, metacognitive knowledge and regulation, and their sub-elements should be presented in a balanced manner, and knowledge about the metacognition itself should be provided. Secondly, monitoring and regulation should be richly and repeatedly covered in various reading chapters. Thirdly, there is a need to establish linkage and systematization of educational content on the metacognition by grade and chapter.

Global Warming and Climate Change in Elementary School Curriculums and Textbooks

: Küresel ısınma ve iklim değişikliğinin başlıca sebebi insan kaynaklı olmasından dolayı, bireylerin konuyla ilgili bilgileri, farkındalıkları, tutumları ve davranışları oldukça önemlidir. Her yaştan bireye çevrenin önemi, çevre sorunları ve çözümlerine yönelik eğitimlerin verilmesi ve toplumun topyekün bilinçlendirilmesi gerekmektedir. Araştırmanın amacı; küresel ısınma ve iklim değişikliği kavramlarının ilkokul öğretim programları ve ilkokulda okutulan ders kitaplarında nasıl ve ne şekilde yer aldığının tespit edilmesi olarak belirlenmiştir. Araştırma nitel bir çalışma olarak planlanmış ve doküman inceleme yöntemi kullanılmıştır. Araştırmanın verileri 2021-2022 eğitim-öğretim yılında Türkiye genelindeki ilkokullarda okutulan ve Milli Eğitim Bakanlığı tarafından uygun görülen Hayat Bilgisi (HBDK), Türkçe (TDK), Fen Bilimleri (FBDK) ve Sosyal Bilgiler (SBDK) öğretim programları ve ders kitaplarından elde edilmiştir. İlgili öğretim programları ve ders kitapları içerik analizi tekniği kullanılarak çözümlenmiştir. İncelenen öğretim programları ve kitaplarda doğrudan küresel ısınma ve iklim değişikliği kavramlarının yer almadığı tespit edilmiştir. Diğer taraftan ilgili kitaplarda küresel ısınma ve iklim değişikliği konusuna yönelik olarak; çevre ve çevreyi korumanın önemi, geri dönüşüm, kaynakların tasarruflu ve verimli kullanımı, yenilenebilir enerjinin önemi, doğayı korumanın ve ağaç dikmenin gerekliliği gibi konuların varlığı saptanmıştır. Kitaplardaki küresel ısınma ve iklim değişikliği konusuyla ilişki olan içerikler en fazla; 4. sınıf FBDK (30), 3. sınıf HBDK (23), 1. sınıf HBDK (21), 3. sınıf FBDK (18) şeklinde sıralanmaktadır. İlkokullarda okutulan derslerin öğretim programları küresel ısınma ve iklim değişikliği bağlamında ele alınarak revize edilmelidir. Küresel ısınma ve iklim değişikliği konularına ilkokullarda okutulan derslerin öğretim programlarında ve ders kitaplarının içeriklerinde daha fazla yer verilmelidir.

Radial wave function of 2D and 3D quantum harmonic oscillator

One dimensional quantum harmonic oscillator is well studied in elementary textbooks of quantum mechanics. The wave function of one-dimensional oscillator harmonic can be written in term of Hermite polynomial. Due to the symmetry of the spring energy, the wave functions of two-dimensional and three-dimensional harmonic oscillators can be written as products of the one-dimensional case. Because of that, the wave functions of two- and three-dimensional cases are focused on cartesian coordinates. In this article, we utilize polar and spherical coordinates to describe the wave function of two- and three-dimensional harmonic oscillators, respectively. The radial part of the wave functions can be written in term of associated Laguerre polynomials.

Science Curriculum Requirements: Science Process Skills in Textbook Activities

Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage of science process skills in the activities. The results indicate that observing, collecting information and data, recording data, and interpreting and drawing conclusions receive the most emphasis in the activities at all grade levels. Measuring, estimating, predicting, processing and model creating, determining variables, knowing and using experimental materials and tools, and designing experiments are either the least frequently found science process skills or are included in none of the activities. This suggests textbooks focus more on basic science process skills rather than on high-level, causal, and experimental skills.

‘자산어보(玆山魚譜)’를 활용한 초등 예비교사의 과학 관찰 묘사법 교육을 위한 프로그램 개발

This study aimed to develop a marine life-focused scientific observation and description method program, reflecting the observational and descriptive characteristics of Jasan-eobo, and find out the applicability of this program in the actual education field for pre-service elementary school teachers. Jeong Yakjeon’s Jasan-eobo is still considered as the first encyclopedia of marine life in the history of Korea, and it describes marine life vividly and minutely in writing without drawings. Thus, this study attempted to develop an observation and description method based on this book and had the method subdivided into different items for viewpoint description, sequential description, objective description and subjective description. Through these items, learners can write for observation and description and even analyze the contents of relevant writings. This observation and description method program was developed on the basis of marine life that appears in marine life-related chapters from elementary school science textbooks, and this program consists of three phases, ‘Observation and Description Method Mini-workshop’, ‘Looking into Jasan-eobo and Analyzing according to the Observation and Description Method’ and ‘Observing and Expressing Marine Life in Writing and Evaluating Writings of Observation and Description’. After experiencing this program in person, some pre-service elementary school teachers were made to evaluate its effectiveness from viewpoints of both learners and teachers.

식 지도 관점에서 역량중심 초등수학 영재교육 프로그램 및 교과서 분석

In this study, ‘Mathematical expression connection’ and ‘Mathematical expression transformation’ patterns were analyzed to see if activities related to expressions appearing in competency-based mathematics education programs for gifted students and elementary mathematics textbooks were appropriately constructed from the standpoint of establishing internal connectivity between various mathematical objects. I got the same conclusion. First, it was found that there needed to be more opportunities to observe the presented equations in terms of the expression connection aspect, express them as phenomena, and interpret new expressions, mathematical relationships, and thought processes. Second, from the viewpoint of the expression transformation aspect, the purpose of transforming the expression was mostly the process of deriving the value of the expression. Therefore, it is necessary to supplement the activities of transforming expressions in various directions.

Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks

ABSTRACT In response to becoming a more multicultural society, the South Korean Ministry of Education has implemented a multicultural education policy since 2006 by promoting English as key for young learners’ communicative competence in a global world. Despite numerous previous studies on government-led curriculum and textbooks for English as a foreign language (EFL) across many countries, little attention has been given to the cultural and linguistic aspects of primary-level EFL textbooks. Within the framework of intercultural communicative competence (ICC), this study investigated multicultural understandings, social values, and beliefs embedded in the reading passages of five Korean Grade 6 EFL textbooks. By employing multimodal content analysis, it also scrutinized what messages and meanings are constructed with semiotic devices and the extent of the textbooks to foster EFL students’ ICC. Findings revealed that the textbooks (re)produce national pride and otherness and promote the idea of English for a White global world. The lack of interactive communication events in diverse settings was also found problematic in developing students’ new identities as global citizens. The study argues for critical approaches to multicultural education and intercultural development in EFL education by reconceptualizing English as a mediator for developing intercultural contact with diverse others.

초등 교사의 실과 교과서 활용실태와 요구 분석

This study was conducted to analyze the use of elementary school classrooms and textbooks developed by the 2015 revised curriculum and the needs of elementary school teachers for efficient textbook utilization. To achieve the purpose of the study, a survey was conducted targeting elementary school teachers who had experience teaching practical arts subjects using practical arts textbooks, and a total of 221 responses were finally analyzed. The collected quantitative data were subjected to frequency analysis and cross-tabulation to derive the results. From the results, it was revealed that there was a difference in the frequency of use of classroom textbooks according to the gender, teaching experience, school size, and classroom experience of elementary school teachers. In addition, “dietary life” and “software” were the areas with the highest utilization in elementary practical arts textbooks. Moreover, the elementary school teachers displayed a high use of materials other than textbooks in practical arts classes, reflecting that classes using materials other than textbooks could be conducted more efficiently. Finally, the results revealed that teachers had a high demand for developing and providing various supplementary materials to increase the utilization of practical arts textbooks. Based on these results, it will be necessary to develop textbooks with increased practical usability by synthesizing the actual use and demands of the field to develop textbooks for the 2022 revised curriculum.

우리나라 초등학교 수학에서 그림그래프 지도에 대한 고찰과 개선 방안 탐색

This study tried to analyze the problems by critically examining how the pictographs are taught for statistical literacy education in the Korean elementary school mathematics curriculum. First, I analyzed pictographs presented from the 4th mathematics curriculum to 2015 revised curriculum of Korea, in order to find the pedagogical goals of the pictographs in the elementary school mathematics textbooks. In addition, I derived some implications for teaching of pictographs by analyzing the shape of the pictographs in Australia, Singapore, and MiC mathematics textbooks. As a result, pictographs were taught for enhancing algebraic thinking in Korea by combining different sizes of pictures based on the power of 10 units. However, in other countries, the shape of pictographs were chosen based on the comprehension of the unit idea with the aim of developing the statistical literacy required to interpret the various pictographs found in daily life. For the teaching of pictographs for statistical literacy education, it is suggested to use the pictographs with only one size of pictures representing units and various units represented by pictures that are not powers of 10 in the elementary school mathematics curriculum.

3~4학년군 수학 교과서의 문제 만들기 과제 유형에 따른 학생들의 반응 분석

In order to enhance students' mathematical problem solving competency, the 2015 revised mathematics curriculum emphasized problem posing as a sub-factor of problem solving competency. In this study, we analyzed task types of problem posing in the 3rd and 4th grade mathematics authorized textbooks and students' responses to the representative types of problem posing task. As the results of analysis, even though they are the same lesson units, the number and types of problem posing tasks in the units varied by publishers, and there are differences in students' responses to each type. From the results of this study, some implications for constructing problem posing tasks in elementary mathematics textbook and teaching problem posing were suggested.

초등 문법교육에서의 시간 표현 교육 내용 연구

Objectives This study was conducted to explore issues that should be considered important in realizing the educational content of the elementary school time expression achievement standards newly established in the 2022 Korean language curriculum.. Methods First, in order to clarify the orientation of elementary school time expression education in the 2022 Korean language curriculum, the 2007 and 2015 Korean language curriculum and the 2022 Korean language curriculum were compared. In addition, in order to explore the issues of educational content development, the upper category of time expression, grammar element achievement standards, were analyzed in textbooks that were previously implemented. Finally, elementary school Korean textbooks were also analyzed to illustrate language materials that can be used for time expression education. Results Through curriculum analysis, this study confirmed that the orientation of time expression education in the 2022 Korean language curriculum was significantly different from that in the 2007 Korean language curriculum. In particular, the 2022 Korean language curriculum focused on “language as use, language dynamics, and various aspects of language” and emphasized “discourse and context.” In addition, I argued that time expression education should be implemented with an appropriate hierarchy between height expression and passive expression education through textbook analysis. In addition, the possibility that elementary school time expression education can be linked to literature or reading/writing was confirmed. Specifically, it was exemplified that time expression also contains an expression effect in texts that can be treated at the 5th grade level of elementary school. Conclusions In the 2022 Korean language curriculum, elementary school time expression education should be implemented in delicate consideration of its orientation, hierarchy, and connection. In addition, in order for elementary school time expression education to be implemented as intended, research on learners' use of time expression is necessary.

다문화·융합적 관점에 기초한 초등사회과 해양교류교육의 실행 방안 탐색

Objectives This study presented the necessity and specific action plans for maritime exchange education according to the perception that marine exchange education is insufficient in elementary social studies in the era of increasing marine exchange. Methods Since Korea has three sides of the sea, it has been developing maritime exchanges with various countries for a long time. Therefore, in this study, how Korea has developed maritime exchanges from the past to the present was examined through various literature. In this process, I looked for what is easy to present to elementary school students. In addition, the maritime exchange section presented in the current elementary social studies textbook was analyzed and problems and alternatives were presented. Results Currently, there is no content related to marine exchange in elementary social studies textbooks. The textbook identifies the ocean with the topography of the sea. Accordingly, the focus is on the lifestyle of people living in the sea. Through this, students cannot find the importance and meaning of marine exchange. Accordingly, the specific steps and methods of marine exchange education in the elementary social studies department were presented from the perspective of marine ethics, multicultural perspective, convergent thinking ability cultivation, and recognition of regional identity in the historical transformation process. In addition, the specific steps and methods of marine exchange education presented were presented and generalized by presenting cases of applying them to international exchange classes. Conclusions With globalization, maritime exchanges are increasing. Accordingly, elementary social studies departments should actively include contents related to marine exchange education in textbooks. However, the field does not know what marine exchange education is and how to practice it. Therefore, in this study, the necessity of marine exchange education and specific practical steps were presented. In addition, it was possible to generalize by showing actual practice cases according to the research results. It is meaningful that this research is the first attempt in the elementary social studies department, and we hope that complementary research will be actively conducted in the future.

AN ANALYSIS OF MULTIMODAL DISCOURSE ANALYSIS TOWARDS ENGLISH TEXTBOOK USED BY STUDENTS AT SCHOOL

Communication in learning can be assisted by the use of teaching materials, one of which is the use of a multimodal approach. This is in line with the multimodal principle which can streamline communication, so that the meaning conveyed will be more easily understood due to the use of various modals to support the existing meaning. Based on this, a study was conducted with the aim of knowing multimodality in an English book teaching material for elementary schools. Multimodality in teaching materials is considered important to analyze because it can affect the learning process. The research design conducted by researchers is a qualitative approach. The source of the data in this study was elementary school English textbooks. The instrument used is a multimodal indicator through linguistic metafunctions and the use of intersemiosis meaning. The data collection technique that the researchers used was a documentation study with a content analysis methodology. The results of the study show the findings of multimodal indicators through linguistic metafunctions and intersemiosis. From linguistic metafunction, it shows linguistic, visual, gesture, and spatial modality as much as 23.73% and for audio mode as much as 5.08%. from the results of intersemiosis found ideational 29.73%, interpersonal 37.84%, and textual 33.43%. These results indicate the conclusion that elementary school students' English books cannot yet be called multimodal teaching materials. The implications of this research are as a reference for teachers to develop media teaching materials, as a reference for updating student books, and to add to the repertoire of multimodal studies in Indonesia.

한국어 교육을 위한 의성어⋅의태어 선정과 교육방안 연구

Objectives The purpose of this study is to make a list of onomatopoeia words and mimetic words for Korean language education and to present systematic and effective teaching and learning methods of onomatopoeia words and mimetic words that can be used in the field of Korean language education.
 Methods As a research method, a list of onomatopoeia words and mimetic words for Korean education is prepared by analyzing the vocabulary list for Korean language education of previous researchers, the vocabulary list of TOPIK, and the onomatopoeia words and mimetic words list in elementary school textbooks. In addition, it is divided into general and academic purposes according to the learner's Korean learning purpose, and effective Korean teaching and learning methods are presented based on the vocabulary list.
 Results Through this study, a total of 94 vocabulary words appeared in common, The list of onomatopoeia words and mimetic words essential for Korean language education was presented separately into beginner, intermediate, and advanced grades. In addition, a total of 319 extended onomatopoeia words and mimetic words were listed so that they can be used as supplementary materials when expanding onomatopoeia words and mimetic words education in the Korean language education field. Based on the onomatopoeia words and mimetic words created in this way, specific Korean teaching and learning methods using K-POP ‘Gee’ and Korean short story ‘Shower(소나기)’ were presented.
 Conclusions This study is meaningful in that it established a list of onomatopoeia and onomatopoeia for Korean language education to help Korean language learners expand their vocabulary and improve their communication skills through effective onomatopoeia and onomatopoeia education. Using the onomatopoeia and onomatopoeia list built through this study, it can serve as a reference for Korean language teachers to write Korean textbooks or teach Korean, and for learners, it can serve as a meaningful vocabulary material to expand their vocabulary qualitatively.

초등 도덕 교과서 삽화에 드러난 ‘성역할 및 성 형평성’ 연구

Objectives The purpose of this study is to analyze the gender roles in elementary moral textbooks of the 2007, 2009 and 2015 revised curriculum and to provide information on how much efforts are being made for gender role and gender equity, how much has been improved by curriculum, and how to move forward in the future.
 Methods To this end, content analysis was conducted on 7 types of moral textbooks in the 3rd and 6th grades of elementary school in the revised curriculum in 2007, 2009, and 2015 through character illustrations, drawings, and text.
 Results To this end, frequency analysis was conducted according to the gender role analysis criteria for seven types of moral textbooks (third grade and sixth grade) in the revised curriculum in 2007, 2009, and 2015. Characters and leading characters by revised curriculum were analyzed as a whole, and characters and leading characters by activity type were analyzed. In addition, the current status of gender equity was examined by classifying the job distribution of adult characters.
 Conclusions For gender equity, the proportion of men and women in textbooks was equal, but it was still seen that men accounted for more of the main characters. In addition, the distribution of jobs was also much more male in the majority of occupations. It was confirmed that the content was composed only in form in the part of gender equity in the textbook, and the detailed content was still different.

지역 정체성을 통해 바라본 초등 음악교과서 분석

Objectives From a regional perspective, Jeju-related songs and Characteristics of Jeju folk songs included in elementary music textbooks, Understand the distribution and notation of Jejueo, culture and festivals. Based on cultural identity, we seek the direction and tasks of textbook revision in terms of the transmission, preservation, and development of Jeju culture.
 Methods Analysis of 34 music textbooks revised in 2015 for a total of 4 grades from 3rd to 6th grade of elementary school, All contents related to Jeju being described were extracted, Jeju-related songs with musical scores, and all songs related to Jeju described regardless of musical scores were checked. By extracting all contents related to Jeju including Jeju language. It was analyzed by concentrating on deriving the current status and problems.
 Results Except for one textbook, Jeju-related contents are relatively faithfully recorded, there are many work songs, mainly musical characteristics are not defined, and they are described as folk songs with a strong local color composed of Jeju-do's unique dialect, and various Jeju words are used. It can be seen that there are differences in the interpretation and notation of Jejueo in each textbook and Jeju Chilmeoridang Yeongdeung-gut and Jeju Haenyeo culture.
 Conclusions Differences must be acknowledged, education must be conducted from the perspective of diversity, Thinking of the educational meaning of various Jeju cultures that were positive in preservation, not negative historical isolation, In the future, it is necessary to clearly describe Jejueo, Jeju folk songs, and Jeju myths in the compilation of music textbooks.

수학 교과서에 나타난 수학 및 수학 학습의 가치화의 학교급과 내용 주제별 양상

This study analyzed the valuing of mathematics and mathematics learning in the 2015 revised mathematics curriculum textbook. The valuing elements of mathematics and mathematics learning were extracted from previous studies to classify the intended valuing in elementary, middle, and high school math textbook tasks, and the differences were examined in relation to school level and the topic of the content. Overall, the valuing of mathematics learning had a higher rate than that of mathematics, and the rate of explaining students’ own ideas and logic was high. In addition, the rates of exercise in elementary schools, control and reflection in middle schools, and problem-solving in high schools were also high. Regarding content topic, number concepts and statistics had a higher rate of modeling, and the spatial figure had a higher rate of operation. Even with the same content topic, the aspect of valuing differed depending on school level. We suggest implications for mathematics education in the school-level transition period, instruction centered on big ideas, the implementation of valuing in mathematics classes, research on the value of mathematics education, and textbook analysis by period.