Elementary School Textbooks Research Articles

지속가능발전교육과 연계한 민요 지도방안 - 위도 가래소리의 가사에 담긴 생태관 탐구를 중심으로

This study seeks for a teaching method to explore the value of the ecological perspective contained in Korean folk songs as part of sustainable development education. Korean folk songs, as an oral literature, reflect that Koreans in the past lived a life in harmony with nature. In particular, analyzing the lyrics presented in a single folk song from a literary perspective, we can broadly examine various perspectives on nature. Therefore, among the folk songs included in elementary school textbooks, “Garaesori” has been selected as a piece directly related to the ecological environment and then suggested for educational use. “Garaesori”, a fishery song, used to be performed in the ritual called Wido-ttibaennori to pray for a good catch and well-being, so it helps understand what kind of ideas ancestors had about nature. Through the process of analyzing and understanding the meaning contained in folk songs, we would be able to acquire the ecological view of the Koreans who wanted to live in harmony with nature with a sense of awe for nature. Starting with this study, I hope that the research that can guide the ecological view contained in folk songs will continue to create educational conditions that one can sympathize with sustainable development and practice a life friendly to nature.

버나놀이를 활용한 초등 국악 수업의 연구와 실제

This study aims to help students understand the emotions embedded in Korean music and appreciate the intrinsic values of cultural arts by engaging them in specific activities and diverse experiences through gugak classes. To achieve this, an on-site research lesson utilizing beona-nori (a game of spinning with beona) from cultural heritage included in elementary school textbooks was conducted. The study proposes results and instructional strategies to facilitate the meaningful application of beona-nori in future lessons. Traditional Korean games are composed of songs, dances, and various tools, making them accessible to people of all ages. This broad applicability suggests that their integration into elementary education is highly feasible. Among these games, beona-nori is particularly suitable for elementary gugak education as it can stimulate students' interest and provide rich sensory experiences through its use as a cultural and artistic educational tool. However, it has been observed that many teachers still find gugak challenging. They often feel unsure about teaching it or perceive the content itself as difficult. Therefore, exploring various methods that enable teachers to actively engage with students through play is essential. Field-based research, in particular, captures practical examples of gugak classes, thus reducing the burden of lesson planning and offering direct assistance in applying these methods effectively. This study was conducted with 24 fifth-grade students at H Elementary School in Gyeonggi Province. Given that this research was conducted in an elementary school setting, the proposed teaching methods are deemed feasible for implementation, considering the context of each school. However, given the small scale of the study, generalizing the findings may be challenging.

초등학교 음악 교과서에 나타난 피리 내용 분석

This study aims to examine the instructions on Piri and the musical contents of Piri in Elementary school textbooks. Though Elementary school music textbooks address Piri with importance for Piri’s significance as one of the lead melodic instruments in the traditional Korean music performance, the absence of systematic lessons on Piri has led to difficulties for the students in effective understanding the instrument and its music. To address the issue, this research has categorized the explanations on Piri and its music by examining the newest edition (2015 editions) of all nine music textbooks. The categorization and assessment on the instructional consistency on the instrument and the music in elementary schools. To address the found inconsistency, this research asserts the necessity of preceding lessons in Piri and in the music according to different types of Piri. Such foundational knowledge would subsequently allow more effective knowledge acquisition about Piri and the music.

2015 개정 및 2022 개정 교육과정에 따른 '즐거운 생활' 교육과정과 교과서의 음악 학습 내용 비교

As the 2022 revised curriculum was implemented, significant changes emerged in the content structure and textbook system of the elementary school integrated curriculum. This study aims to investigate how the "Pleasant Life" curriculum and the music learning content in elementary school textbooks impact music education. To this end, the study first compares the characteristics of the "Joyful Life" curriculum in the 2015 and 2022 revised curriculum. Second, the study analyzes in detail the characteristics of songs and music learning activities included in the integrated textbooks of both periods. Third, it identifies the challenges faced in music education for first and second-grade students within the integrated curriculum system and proposes improvement strategies to address these issues. The findings reveal that while the 2022 revised curriculum emphasizes teacher and student autonomy, it does not adequately support foundational music learning. Specifically, as the difficulty of songs in the textbooks increased and music activities decreased, students lacked sufficient opportunities for meaningful musical experiences. Therefore, to ensure effective music education for lower grades, music instruction should be delivered separately from integrated subjects, with a more systematic and developmentally appropriate approach. Additionally, there is a need to present musical scores in varied formats and include easier songs in textbooks. Improvements should also focus on designing music learning activities that align with the developmental stages of young learners, making musical concepts easier to understand and learn systematically.

평면도형의 이동에서 모양과 방향의 변화에 대한 학생의 이해

This study analyzes how the shape and direction of figures are addressed in relation to transformations (translation, reflection, and rotation) in elementary school textbooks from the 7th curriculum to the 2015 revised curriculum, and investigates 5th-grade students' understanding of shape and direction through a test. The results revealed that students interpreted the meaning of shape inconsistently, varying their understanding based on the given context. In tasks requiring students to identify whether the shape or direction of a figure remained unchanged after reflection or rotation, their responses were influenced by the symmetry of each figure. Based on these results, this study discusses the issues inherent in the linguistic expressions and activities related to shape and direction in the textbooks. The conclusion suggests that, for 3rd and 4th graders, the focus should be on observing various combinations of translation, reflection, and rotation, and engaging in art-related activities or interesting problem-solving tasks. Activities that involve identifying whether shapes are the same should be more thoroughly addressed in the 5th and 6th grades, alongside the concept of congruence.

“We are the same, we are equal”: Plant diversity knowledge in Indonesian elementary special school textbooks

“We are the same, we are equal”: Plant diversity knowledge in Indonesian elementary special school textbooks

EDUCATION OF CODE, PROBLEM SOLVING, ALGORITHMICAL THINKING IN PRIMARY CLASS PUPILS

In this article, early learning classically includes reading, writing, and mathematics. The importance of addition in "counting" as a basic skill that every child should learn. The goal is development. Computational thinking does not come naturally and requires training and guidance. This study was conducted to determine the effects of coding education on elementary school pupils. It has a positive effect on elementary school pupils' attention, problem solving, and algorithmic thinking skills. In particular, the ideas of Turkish scientists about the concepts of coding education in primary grades should first be reflected in human thinking. The coding training used in this study contributed to the development of basic algorithmic skills in pupils, such as "when faced with any problem, they can easily write an algorithm for that problem or perform an algorithmic procedure when performing any task." happy In our country, the attention paid to elementary school textbooks and the impact of changes in them on the educational process is known to a significant extent. Topics in primary school textbooks are becoming more and more complex. As a result, the school assigns a more responsible task to primary school teachers.

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.”

An Analysis of Environmental Education in Indonesian EFL Elementary School Textbooks

The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators’ understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe’s (2021) nine stories and the United Nations’ EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials.

Folklore In Elementary School Textbooks

The purpose of this topic is to highlight the usability, role and impact of folk creativity in the textbooks of grades 1 - 5. Considering that students from the first grade to the fifth grade are constantly confronted with folk creations, it is important that to know what impact they have on children's lives, in various social, pedagogical, cultural, psychological aspects, etc. We will also address the aspect of how these creations are suitable for the age and psycho-cognitive aspect of the students. But one thing is certain, that they predominate in useful instructions and teachings, through which various vices and weaknesses are reprimanded, and on the other hand, good human habits are praised and supported. Therefore, these creations have always served and will continue to serve in the future for the education of children. Folklore creativity is very present in school textbooks, in its various forms, such as fairy tales, riddles, proverbs, folk songs, lullabies, folk games, etc. Therefore, we have tried to treat these creations from the perspective of how they are presented to students. The purpose of this paper is to analyze how popular creativity is used and whether this subject is sufficiently included in school textbooks from grades 1-5.

How Do International EFL Textbooks Teach Moral Values to Indonesian Primary School Students?

Studies of the representation of moral values in English textbooks in Indonesia have developed in recent years. However, there is still little research that reveals the use of speech acts to represent moral values through sayings presented in elementary school students' textbooks. This research investigates the representation of moral values depicted through sayings in international English textbooks for elementary schools in classes 2 and 6 in Indonesia. By adopting Searle's (1969) speech act theory, this qualitative research explains that the representation of moral values is only found in oral texts. The data were analyzed by applying several steps from Krippendoff (2004). The findings of this research indicate that responsibility and kindness are the dominant moral values depicted in two English language textbooks for elementary schools in Indonesia. This research implies that teachers and textbook writers should provide students with more examples of moral values, especially those related to daily life communication both at school and in the family.

Cultural Literacy : Ondel-Ondel Betawi in Elementary School Textbooks

This study aims to analyze the use of Betawi ondel-ondel in elementary school textbooks as a means of cultural literacy for students. The methodology used is a literature study that includes a review of elementary school textbooks that contain material about Betawi culture and the use of ondel-ondel in an educational context. The results showed that the use of ondel-ondel in elementary school textbooks made a positive contribution to students' understanding and appreciation of Betawi culture. Students not only gained knowledge about ondel-ondel, but also developed important cultural literacy skills. The conclusion of this study is the importance of integrating local cultural elements in the primary education curriculum to enhance students' understanding of their cultural heritage. The last recommendation from this study is the need for more research and development of teaching materials that utilize the potential of local culture as a means of learning in elementary schools

나눗셈 도입 단원의 곱셈과 나눗셈의 관계 지도 내용 분석

Multiplication and division can cancel each other's calculation results, and they are in the relationsheep of inverse operations. Division is mathematically defined based on multiplication. This means that division assumes a multiplication structure. It is also possible to explain the inverse operation relationship between multiplication and division in the way that division utilizes the multiplication structure. In particular, when expressed as a multiplicative expression, division corresponds to the problem of finding the number to be multiplied or multiplied with a given product. This is the opposite of the calculation direction of multiplication, and the number to be found can vary depending on the context of division. Based on the analysis of the inverse operation relationship between multiplication and division, the division introduction unit of 11 elementary school textbooks were analyzed. Korea's elementary school mathematics textbooks teach division and division calculation methods based on the context of the inverse operation relationship between multiplication, and the contexs of division. As a result of the textbook analysis, it was found that the textbooks taught the relationship between multiplication and division as the quotient of division could be obtained using the related multiplication formula, and the number to divide the related multiplication formula was fixed as the number to be multiplied. Accordingly, the position of the quotient is at the multiplier in the multiplication expression, and this means that the context of the division is measurement division. As a result of adhering to this division quotient calculation method, problems arise when Korean elementary school mathematics textbooks explain the division calculation process in the context of the equal division system using multiplication formulas, and there are cases where the division quotient calculation method is inappropriate for the multiplication structure. Based on the textbook analysis results, some ideas were proposed to improve the teaching of the relationship between multiplication and division, and division.

ANALYSIS OF THE MATERIALS OF ISLAMIC RELIGION EDUCATION THROUGH THEOLOGICAL APPROACHES: STUDY OF THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER TEXTBOOK FOR GRADE 1 OF ELEMENTARY SCHOOL

This research is qualitative research with a literature review approach by examining PAI content in PAI textbooks and Class 1 Elementary School Characters in a theological context. The objectives include: 1) carrying out theological categorization of the content of Islamic Religious Education in the textbook Islamic Religious Education and Character Class 1, 2) classifying the material in the book based on a theological approach, and 3) exploring its relevance. PAI content in the book is aimed at contemporary Islamic education. The primary data source for this research is the PAI and Character Class 1 Elementary School Textbook written by Nurzakun & Santoso (2021). The analysis technique used is content analysis. The findings of this research indicate that: 1) the content of PAI in the PAI and Character textbooks for Grade 1 Elementary School can be considered comprehensive and presented in simple language to facilitate students' understanding; 2) The contents of the book cover theological themes, with the main focus on theocentric themes; 3) Holistically, the PAI content in this book can be seen as relevant and significantly contributing in a theological context. This study contributes to a deeper understanding of PAI content about theological aspects, thereby increasing understanding in this academic domain. The implications of this research are: 1) Relevance of learning, 2) Development of character textbooks, 3) Development of professional teachers, 4) Curriculum development, 5) Increasing understanding of Islam, 6) Involvement of parents and the community in the implementation of education.

Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis

Abstract: In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia. Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.

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

Food and Nutrition Literacy through Formal Education in Iran: A Content Analysis of School Textbooks

Background: Formal education in any society should foster all aspects of students' growth. However, studying the curriculum of the country academic period indicates null food and nutrition. Nutrition, as an essential factor in the health of students, can play an effective role in their academic progress. This study aimed to analyze the content of school textbooks concerning food and nutrition literacy (FNLIT) concept and its components in Iran. Methods: This study is a content analysis of school textbooks during 2020-2021 academic year. All school textbooks published in 2020 for elementary (grades 1st to 6th), junior high school (grades 7th to 9th), as well as high schools (grades 10th to 12th) were included. Content analysis of the textbooks was conducted based on Krippendorf framework using FNLIT component checklist. The reliability assessment using Holsti method was 85.29% for elementary school textbooks and 84.78% for junior high school and high school textbooks. Results: The cognitive domain of FNLIT had the highest frequency (92%) within the text, images, and practice questions of the elementary school textbooks, followed by very few references regarding the skill domain (7%). The value-attitude domain was largely unnoticed (1%). In junior high school textbooks, the total number of FNLIT components was 439, of which the cognitive domain of 308 (70.16%) had the highest frequency, followed by the skill domain with 96 units (21.86%), while only 35 units were identified regarding the value-attitude domain (7.97%). In high school textbooks, 342 units of analysis were identified, 82.16% of which were related to cognition, 14.03% value-attitude domain, and only 3.80% were related to the skill domain. Conclusion: Meager attention is given to FNLIT and its components in school textbooks in Iran, especially concerning skill and value-attitude domains.

Navigating through ocean literacy gaps: an analysis of elementary school textbooks in Croatian education

Ocean literacy (OL), defined as understanding the ocean’s influence on us and our influence on the ocean, is crucial for protecting marine ecosystems and resources. This study analysed the integration of ocean literacy principles (OLP) and concepts in Croatian elementary education. The content of textbooks for grades 1-8 across subjects like Nature, Biology, Geography, Chemistry, and Physics was examined. In total, 7,520 pages across 55 textbooks were analysed. The results revealed that, although all seven OLPs were present, numerous concepts were absent or only partially addressed. Discrepancies with the recommended Ocean Literacy Scope and Sequence were identified, particularly in lower grades. The findings highlight gaps in incorporating ocean sciences topics into formal education. Enhanced inclusion of OL principles and concepts across subjects and grades would provide students with comprehensive knowledge about the ocean, empowering future generations to make informed decisions and take responsible actions regarding ocean sustainability and conservation. The findings highlight the necessity for collaboration among ocean scientists, educational specialists, and policymakers to incorporate OL into curricula and textbooks, thereby enhancing students’ understanding of ocean sciences.

Content Analysis of Elementary School Textbooks Based on the Components of "Importance and Optimal Water Use": Shannon Entropy Method

The objective of this study is to evaluate the current state of education on optimal water use in the curriculum of second-grade elementary school textbooks. To investigate this issue, a quantitative content analysis of a descriptive type was conducted using the "Shannon Entropy" statistical analysis method. The statistical population of this research includes all textbooks of the second elementary stage, totaling 24 textbooks. The sample size is equal to the population size, and the content of all second elementary school textbooks was analyzed. The face and content validity of the research was confirmed by five curriculum planning experts. The reliability of the research was estimated using the Kappa agreement coefficient. The research tool was a content analysis checklist. Overall, the research results consist of four main categories and twelve subcategories, leading to the conclusion that certain components related to the importance and optimal use of water have been given little or no attention in the content of second-grade elementary school textbooks. Additionally, there is a lack of balance in the content concerning the components of the importance and optimal use of water.

우리나라 초등 수학 교과서에서 외적 비율을 포괄하는 비율 지도에 대한 소고

This study aimed to determine how elementary mathematics currently deals with external ratio, the ratio between two different types of magnitude, and to find ways to address it in textbooks. By examining the definition of ratios and the handling of external ratios in the elementary school mathematics curriculum and textbooks, it was found that the method of dealing with external ratios varies based on the curriculum period and is inconsistent. The suggestions derived for dealing with external ratios in elementary mathematics are as follows. First, the context of internal and external ratios needs to be explained. Second, when dealing with external ratios, the aspect of the ratio and the aspect of the third quantity should be addressed. Finally, the definition of the ratio currently presented in the context of the internal ratio should be established to encompass the external ratio.