Middle School Textbooks Research Articles

Examinatıon of Assessment and Evaluation Elements in 5th, 6th and 7th Grade Social Studies Middle School Textbooks

Textbooks are the most fundamental educational materials. For these materials to be effectively used, they need to be relevant to the era we live in. In this context, since 2004, the content of textbooks in Turkey has been prepared within the framework of constructivist education, aiming to enhance students’ cognitive, affective, and psychomotor skills. This study examines the assessment and evaluation elements within Social Studies textbooks to determine their alignment with constructivist education and the specific skills they target for students. The research analyzes assessment components found in six different textbooks approved by the Ministry of National Education (MEB). Within these textbooks, the assessment elements related to seven learning approaches—such as preparatory questions, in-text questions, activities, end-of-text evaluations, self-assessment, peer assessment, concept maps, end-of-unit assessment questions, and group self-assessment—are classified and studied from a constructivist perspective. Using a qualitative research design, document analysis is employed to identify assessment elements and link them to skills consistent with constructivist education. Finally, a comparative evaluation reveals differences between textbooks at different educational levels, contributing to the literature on the relationship between assessment elements and constructivist education in Social Studies textbooks.

고려의 인물, 徐熙의 ‘將軍’ 호칭에 대한 再論

Seo Hee(徐熙, 942-998), included in elementary and middle school textbooks and among the 100 greatest people of Korea, was a teacher of the people who saved the country from invasion by foreign enemies with excellent wisdom and courageous determ ination, and is a m an whose equal is hard to find in our history. He was an outstanding strategist and diplomat with a strong spirit of independence. Currently, after Seo Hee was described as a 'general' in the elementary school Social Life 6-1 textbook during the first curriculum period after the Korean War(1954-1963), in 1977, Seo Hee's grave in Sanbuk-myeon, Yeoju-si was renamed 'General Seo Hee's Tomb'. It was designated and registered as a Gyeonggi-do monument. Since the memorial conference held on the 1,000th anniversary of Seo Hee's death(1999), major researchers have repeatedly pointed out that the military title 'General' is inappropriate, and the former president and the Ministry of Foreign Affairs, as a civil servant, and the Ministry of Culture, Sports and Tourism, have called it 'Jang Wigong Seo Hee-sang'. Even though it has been designated and announced as a standard portrait, the name has not yet been changed correctly. In addition, there is a problem of unification as different names are used interchangeably in local governments. Currently, the term 'general' in the general dictionary meaning refers to a military officer (military officer) or general(大將) who commands and commands an army, and 'general' in English means a general-level officer(將星級 將校). It is expressed as the rank of a head officer who com m ands and commands the army. Moreover, during the Goryeo Dynasty, a general was the third highest rank in the central army. Using the term ‘general’ with this meaning as ‘General Seohee’ for Seohee, a civil servant, is not the correct title given the trajectory of his actions and life. It is probably not the fault of the academic world or the family alone that they have not yet been able to come up with a suitable name despite constant requests for a nam e change. It originates from the unconsciousness of all of us. Therefore, the name of the current Gyeonggi-do monument, “General Seo Hee’s Tomb,” should be changed to “Yeoju Jangwigong Seo Hee’s Cemetery.”

몽골 전통문자 교육의 현황

This study reviewed the current Mongolian government's overall traditional character education policy, analyzed how this education policy was reflected in Mongolia's general middle and high school textbooks, and examined the current status of Mongolia's traditional character education based on this. Mongolians have been using ‘Mongol bichig’, Mongolia’s own traditional script, since the 13th century and have a great heritage and history of written culture. As specified in the ‘Law on the Mongolian Language’ resolved in 2015, Mongolia's traditional script, Mongolian bichig, is ‘the precious heritage of the spiritual culture of the Mongolian people, the roots and stem of the nation's civilization, the unity of the nation, the well-being of the nation, and independence. It is a confirmation of independence, and it is also the noble duty of all Mongolians to learn, teach, use, and transmit the Mongolian language. Mongolia began using the cyrillic alphabet as the country's official alphabet in 1946, and with democratization in 1990, it is making great efforts to use both the current cyrillic alphabet and its own traditional script. The Mongolian government has been implementing many policies related to traditional characters since 1995, starting with the ‘Mongolian Traditional Characters National Program I’. Based on these policies, the subject ‘Mongolian Traditional Characters’ is currently being opened and taught in grades 6 to 12 of general middle and high schools.

외국 교육과정 자료 및 공학 도구 사례 분석을 통한 사분위수 지도 방안 탐색

Objectives This study examined elementary and secondary school level curriculum materials from major contries and technological tools and attempted to derive pedagogical implications for teaching the concept of quartile in mathematics education in Korea. Methods To this end, this study collected primary and secondary curriculum data from nine representative countries and examined how each country deals with quartiles from various aspects. In addition, 13 types of technologicla tools were selected for analysis and then it was confirmed which quartile calculation method each technology follows. Results As a result, most countries first introduced the concept of quartile in the 8th and 9th grades of middle school. In addition, it was confirmed that the concept of quartile was included in the ‘spread of data’ or ‘measure of dispersion’ section. Also, it was confirmed that the method of stating the definition of quartile in most countries' curriculum materials is common, and the method of calculating quartile is also the same as M2. Meanwhile, differences were identified in the way each technology defines the calculation of quartile, but when analyzed by dividing them into three categories according to the purpose of use, several common characteristics were discovered. Conclusions Based on the results of this study, suggestions for quartile instruction were presented in mathematics classes and the writting of middle school textbooks according to Korea's 2022 revised mathematics curriculum.

현대음악으로서의 실용 및 대중음악 분석

Objectives The need for an accurate understanding of the concepts of contemporary music, practical music, and popular music, and the recognition of the necessity for changes in music education based on individual music tastes and preferences, are affirmed. This aims to advocate for a reassessment of music textbooks, particularly in elementary music education, through a quantitative evaluation of practical and popular music content. Furthermore, the proposal emphasizes the necessity for changes in music textbooks through individual assessments of multi-frequent songs.
 Methods Analyze the popular music area included in elementary school music textbooks. We analyzed the songs included in 32 textbooks from 8 different publishers, established the multi-frequent songs, and looked into the characteristics and contents of each song. The need for changes to the songs included in textbooks is confirmed through individual evaluation of the distribution of songs included in music textbooks and the multi-frequent songs.
 Results First, animation music accounts for 26.4% and movie music 25.8%, which accounts for more than 50%. Second, there are 121 foreign songs and 61 domestic songs, with POP (13.2%) followed by K-POP (9.9%), and there are many POP in the singing field. Third, there are differences between textbooks, Fourth, the content related to the music industry is insufficient, and it is included in 5 textbooks (out of 32), and Fifth, there are problems with the content and release period of multi-frequent songs. Lastly, since multi-frequent songs are repeatedly included in middle and high school textbooks, a feasibility study on this aspect is also necessary.
 Conclusions There is a need to realistically reflect the songs included in textbooks, and for this, it is necessary to reexamine the songs included in textbooks. There is a need for a change in perception of popular music education due to scientific development, and a practical approach to the methods and content needed for future popular music education is needed.

Analyze Inquiry Activities in Elementary, Middle, and High School Textbook Units on 'Magnetism' -Focus on the Connection of Inquiry Content and the Eight Science Practices

Analyze Inquiry Activities in Elementary, Middle, and High School Textbook Units on 'Magnetism' -Focus on the Connection of Inquiry Content and the Eight Science Practices

East meets West: Exploring the Integration of Chinese Culture in PEP Senior High English Textbooks (2019 Edition) in China

Under the background of globalization, culture teaching is becoming more and more important. English textbook is the main carrier of culture teaching. In order to integrate the Chinese culture better, this paper analyzed the elements of Chinese culture in the textbooks and found that the textbooks emphasize material culture rather than spiritual culture, value cultural input rather than cultural output, and lack of deep culture and revolutionary culture. Therefore, distribution of Chinese theme culture should be balanced in New Senior High English Textbooks, the structure of Chinese culture should be adjusted and optimized, and Chinese culture should be strengthened as the main multi-cultural input and harmonious ecological culture output, only in this way, can we realize the organic integration of Chinese culture and middle school textbooks better.

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

İlkokul ve Ortaokul Matematik Ders Kitaplarının Kök Değerler Açısından İncelenmesi

This study was conducted to examine mathematics textbooks in terms of the root values in the curriculum. For this purpose, 8 mathematics textbooks taught in primary and secondary schools in the 2022-2023 academic year were examined regarding root values. Document analysis method, one of the qualitative research methods, was used in the study. The identified textbooks were subjected to first-read by the researchers, and the expressions thought to contain value statements were identified. The study observed that the number of root values in elementary school mathematics textbooks decreased as the grade level increased. In primary school textbooks, the value of responsibility is the most common, and the value of honesty is the least common. In middle school mathematics textbooks, root values decrease as the grade level increases (except sixth grade). While responsibility and benevolence are the most common values in middle school textbooks, respect is the least common. According to these results, it is recommended that primary and secondary school mathematics textbooks should include a greater number and variety of value statements and that textbooks should be prepared with an equal distribution of these values according to grade levels and values.

An Analysis of Middle School Social Studies Textbooks with a Focus on Media Themes

This study analyzes middle school social studies textbooks regarding media coverage. Document analysis was the preferred methodology of data collection. The data was gathered from 5th, 6th, and 7th grade middle school textbooks, identified via random sampling. The Media Concept and Related Concepts Textbook Review Form, developed by the researcher, was utilized during the data collection process. Researcher triangulation was applied during the analysis phase. The media-related textbook content was encapsulated within the following five themes: Media elements, media effects, media functions, media literacy, and media ethics. Findings for the media elements were categorized into media development, media tools, media types, media institutions, and media workers. Another major theme emerging from the analysis of the textbook content was media effects, which contained both positive and negative dimensions related to the impacts of media. Media functions constituted another media content theme emerging from the textbook analysis. This theme encompassed the media functions of transmission, speed, and ease of processing, communication and communication tools, education, and digital content. The media literacy theme encompassed findings categorized into thematic concepts, basic skills, and consciousness-raising. The final main theme emerging from the textbook analysis was media ethics. This theme included findings associated with controllable and regulable activities and ethical rights.

Ethnomathematics Approaches at Middle School Textbooks

In this research, Middle School Mathematics Curriculum and Middle School Mathematics Textbooks were examined in terms of ethnomathematics approach. Answers were sought to the questions of 'how is it related to culture?' within the subject of acquisitions, content (lecture), learning-teaching process (activities) and evaluation (questions) in the books prepared within the scope of the Middle School Mathematics Curriculum implemented in Türkiye. In this study, document analysis -which is a qualitative research method, was conducted. Examples of mathematical tasks suitable for these achievements were examined in the textbooks of all Middle school grades (5-8th grades) published by the Ministry of National Education, which were prepared in accordance with the Mathematics Curriculum (5-8th Grade) published in 2018 and the curriculum. The examinations were made in the context of the relationship between acquisitions, content, learning-teaching process and evaluation with culture. Considering these four titles, only two acquisitions were associated with culture in the Mathematics Middle School Curriculum, which includes a total of 52 acquisitions in the sources examined. When the textbooks are examined in terms of content, activity and evaluation, it is seen that culture is emphasized in subjects such as Numbers and Operations, Geometry and Measurement, Algebra, Data Processing as a field of learning. The emphasis on culture in terms of content and learning-teaching process is equal when examined of these two titles. Association with culture is rare (with 6 question) in the evaluation part.

Assessing the Vocabulary of Middle-School Textbooks of English

The present research paper investigates the vocabulary size of the EFL textbooks designed for middle-school learners in Algeria. Particularly, this study focuses on the frequency and range of lexical items included in the glossaries of the four textbooks with reference to established word lists that were designed for learners of English as a foreign language, namely the New General Service List (NGSL) and Oxford 3000. The results indicate that many of the headwords included in the glossaries of the four coursebooks are off the NGSL list and that a lot of words are difficult, low-frequent and thus unnecessary for beginners. Textbook authors have to consider the selection of frequent and useful vocabulary in the future editions of the middle-school coursebooks of English.

Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis

The values of multicultural education in Indonesian middle and high school textbooks have been of great interest among researchers, for the Indonesian people have a variety of cultures, ethnicities, religions, as well as different levels of economy. Teaching the values of multicultural education in Indonesian language textbooks aims to foster solidarity and harmony in society. Multicultural education aims to achieve two objectives, namely national unity and cultural diversity, in order to adapt to the changes brought about by the country's economic progress and globalization. This study compared the dominant values of multicultural education between Indonesian language textbooks for grade 7 middle and grade 10 high schools. Based on critical discourse analysis, this study documented the values of multicultural education in three major issues: religion, culture, and ethnicity. The results of the comparative analysis show that high school Indonesian language textbooks dominate the values of multicultural education more than those middle school textbooks. Additionally, the implications and suggestions for further development of the values of multicultural education in the two textbooks are also discussed.

Development of a Housing Choice Behavior Program for Middle-School Home Economics to Cultivate Housing Value Orientation

The purpose of this study was to develop a housing choice behavior program to cultivate housing value orientation among middle-school students. The importance of cultivating housing value orientation in middle school was examined by investigating the relationship between housing value orientation and housing choice behavior, following which a program was developed to cultivate housing value orientation based on various housing values. Housing choice behavior was defined as selecting the ownership type, housing type, housing size, and neighborhood environment of housing, and the program was developed in 12 sessions to understand housing values and cultivate housing value orientation through learning housing choice behavior. The features of this program were as follows. First, although housing choice behavior is not covered in middle-school home economics, the 2015 revised national curriculum and current middle-school textbooks were analyzed and developed in consideration of the level available in schools. Second, it was possible to develop a housing value orientation that encompasses various housing values, including activities used to consider such values as the basis for housing choice behavior by each sessions. Third, the program was meaningful in that it developed practical problem-solving and living independence skills through learning activities, including available sites, experience cases, and housing welfare that cannot be experienced directly or indirectly.

우리나라 중학교 교과서에 나타난 저출산·고령화 내용 변화 양상 분석

Objectives The purpose of this study is to analyze the change trends in the educational contents of low birth rate and population aging in Middle School textbooks of social studies with the revision of subject curriculum.
 Methods First, quantitative changes of educational contents such as the number of units, activities, and pages dealing with the contents of low birth rate and population aging were analyzed, and second, qualitative changes of educational contents regarding low birth rate and population aging were analyzed.
 Results First, as the curriculum was revised repeatedly, the number of units, activities, and pages dealing with the educational contents of low birth rate and population aging increased significantly. Second, the educational content of low birth rate and population aging has changed from the presentation of fragmentary backgrounds, causes, or abstract countermeasures to the presentation of systematic explanations including various causes and economic, social and cultural measures.
 Conclusions it is still problematic whether educational contents of low birth rate and population aging account for an appropriate portion of the entire textbook, and it needs to be studied further whether all the relevant causes and solutions are sufficiently dealt with in the school textbooks.

Inclusion of indigenous knowledge in the new primary and middle school curriculum of Ethiopia

This study investigated the inclusion of indigenous knowledge (IK) in the Amhara Region’s new primary and middle school textbooks in a trial. For this purpose, book reviews of the three purposely selected primary and middle school textbooks were made. Besides, data were collected from 372 teachers and interviews were also made with 28 sample teachers. The collected data were analyzed quantitatively using number counts, percentage, mean and standard deviation, whereas the qualitative data were analyzed using descriptions and text narrations. Findings revealed that although there are encouraging attempts to include IK in the textbooks, still the inclusion of IK in the new textbooks is not significant. In the Grade 5 Environmental Science textbook, only a few lessons involve twenty-eight out of one hundred fifty activities that indicate IK. Similarly, in Grade 6 Environmental Science, it is only eleven out of one hundred-six activities, and in Grade 7 Social Study, thirteen out of sixty-six activities enable learners to share IK systems. Besides, in the Grade 7 General Science, about 79% of activities in the lessons were not directly inviting learners to link them with their IK. The findings of the three sample textbooks revealed that the majority of contents that included exercises, project works, and graphic representations demonstrate a low level of context-based IK incorporation. Accordingly, despite some progress being made, the newly designed textbooks still require more improvements in including more context-based and IK-focused activities in the lessons and the proper integration of IK with 21st-century skills.

개정 2015 중학교 음악과 공통교육과정과 기본교육과정 및 음악 교과서 생활화 영역 비교⋅분석

Objectives In this study, we compared and analyzed the educational content of the common curriculum, the basic curriculum applied to students with difficulty in applying the common curriculum, and the educational content of the music textbook accordingly, and the revised 2022 middle school music basic curriculum and music textbook should move forward. It aims to discuss the direction to be taken. Methods Revision 2015 Comparison and analysis of the curriculum competencies, goals, content system, achievement standards, and music textbooks of the characteristics of the middle school common curriculum and the basic curriculum, which are special education curriculums, and the music textbooks according to them, centered on common themes in the area of daily life, and revised 2022 middle school This is a literature analysis that presents implications for the direction that music textbooks and basic curriculum of music should go. Results Musical sensibility, creative convergence, and musical communication competency were presented as the curriculum competencies of the nature of the curriculum, but the cultural community competency and self- management competency presented in the common curriculum were excluded from the basic curriculum. In terms of goals, it was found that there was no significant difference in the direction pursued by the two curricula. Although there are differences in the way content systems are expressed, there is no significant difference in terms of core concepts, generalized knowledge, and functions. However, in terms of learning elements, music and industry in the common curriculum and Korean traditional music elements in the world were excluded from the basic curriculum. Looking at the achievement standards and explanations of the common curriculum and the basic curriculum, the two learning elements of the basic curriculum can be interpreted as being included in the category of music and events, which are learning elements of the common curriculum. In other words, the basic curriculum did not fully reflect the educational contents of the common curriculum. Conclusions Revision 2022 Middle school special education music department curriculum and textbooks should be revised based on educational contents that all students can learn equally. In addition, it is necessary to reflect the degree of disability and the characteristics that reflect the characteristics of students with disabilities so that they can live an independent and happy life by raising the quality of life by making music a part of life after graduation.

학교급별 베트남어 능력 평가지표 및 출제지침 구축에 관한 연구

Recently the demand for learning Vietnamese is rapidly increasing for reasons such as employment and local dispatch. However, there are very limited ways to access Vietnamese language learning in Korea. Fortunately as Vietnamese was adopted for the first time in the 2015 College Scholastic Ability Test. Since then, the second foreign language curriculum revised in 2015 by the Ministry of Education has been reflected in the middle school and high school Vietnamese curriculum. Currently NIIED and the Incheon Metropolitan Office of Education etc have carried out a project to develop Vietnamese elementary middle and high school textbooks. However there are no studies on systematic evaluation criteria that can guarantee the continuity and reliability of Vietnamese education. Therefore this study aims to contribute to the completion of the curriculum of education evaluation feedback and recording by regulating the evaluation standards that can be applied in the educational field.

‘정가’ 교수･학습 내용의 위계화 방안 연구

It is well known that the content should be hierarchically organized according to school level and grade group in education. Therefore, this study aims to hierarchize teaching and learning contents for jeongga--including gagok, gasa, and sijo--a representative vocal genre of gugak. To this end, it analyzes the contents of the jeongga-related curriculum and the related contents of elementary, middle, and high school textbooks of the 2015 revision curriculum.
 As a result, sijo and gagok in the music curriculum and textbooks are established to some extent while there is little content on gasa and thus it requires to develop music pieces for its education and revitalize it. In addition, most jeongga pieces are not presented in a systematic way for teaching and learning to suit the school level; above all, the same pieces of sijo and gagok tend to be presented repeatedly regardless of school level.
 Based on this analysis, five factors, such as 'genre and music piece', 'activity area', 'score and music length', 'score form', and 'learning activity', are selected as elements and considerations necessary for hierarchical research. According to these factors, a plan should be sought to hierarchize teaching and learning contents according to school level and grade group. I believe that such discussion is necessary at the time of the revision of the current music curriculum and textbooks, and I hope that the discussion on the hierarchization of various gugak genres as well as the jeongga will continue.