Elementary School Textbooks Research Articles

EFL literacy instruction as reflected in elementary school textbooks in Israel

EFL literacy instruction as reflected in elementary school textbooks in Israel

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.

Pedagogical activity of the educator of the late XIX – early XX century Gabdulla Tukai and the struggle for the renewal of education

The subject of this study is the work of the unsurpassed Tatar educator of the late XIX – early XX century Gabdulla Tukai (April 26, 1886 – April 15, 1913) on the compilation of textbooks and textbooks for elementary schools on literary reading, as well as his critical views on the system of education in old-fashioned schools and madrasas, reflected in poems. In the course of the study, his activities as a methodologist, a school teacher, as well as poems, which reflect the description of the process and results of education in old-fashioned schools and madrassas, were analyzed. The research used theoretical methods, induction and deduction, comparison and comparison, analysis and synthesis, abstraction. The novelty of the research lies in the fact that the activities of the educator as a school teacher, as well as the compilation of textbooks and teaching aids are analyzed, critical thoughts about the state of education of young people in modern educational institutions and the need to update the content, methods and means of teaching are highlighted. For analysis, such poems as "What the Shakirds who came out of the madrasah tell", "Village Madrasah", "Father and Child", "Consolation" were selected, which most vividly reflect the views of the educator on the system of education of the early twentieth century in old-fashioned schools and madrasahs. The article can be used in the process of studying the history of pedagogical thought and education in secondary and higher pedagogical educational institutions, as well as interest a wide range of readers.

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.

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.

Wildlife Management in Elementary and Middle School Textbooks

Wildlife Management in Elementary and Middle School Textbooks

Govorna kultura u nastavi srpskog jezika

The paper looks at the status of speech culture instruction in the lower grades of elementary school. Given that some teaching content related to speech culture is aimed at adoption and development of speech culture, the main goal of this paper is to determine the level of representation of this language area in grammar textbooks for elementary school that are currently in use. It was therefore necessary to identify when exactly pupils encounter this type of content for the first time, how this teaching segment is approached in grammar textbooks and reference books for elementary school, and how this area is treated in the classroom, namely, what exercises and tasks are used to improve pupils' communication skills from the perspective of speech culture. The author of the paper analyzed Serbian language textbooks for the lower grades of elementary school and selected the teaching units and exercises related to speech culture, including proper pronunciation, accent, and intonation. It was important to establish the level of representation of these areas in the textbooks, given that phonetics and accentology are taught in the higher grades, while intonation is not covered at all. Different exercises can be used to develop speech culture of pupils in the lower grades of elementary school. Bearing this in mind, the author, relying on the research and relevant literature, offers a possible solution for teaching speech culture.

The Actual Situation of Students’ Ability of Retrieving Information from Graphsin Social Studies Textbooks for Elementary School Fifth Graders

The Actual Situation of Students’ Ability of Retrieving Information from Graphsin Social Studies Textbooks for Elementary School Fifth Graders

Developing Religious Character-Based Thematic Textbooks for Elementary School

The development of thematic textbooks at the elementary school level with the basis of religious characters has been developed based on the facts in the field that thematic textbooks are very lacking, especially for students studying at Islamic-based primary level schools by accommodating thematic and character learning at once. The result of this development product is a thematic textbook at the elementary school level based on religious characters for students in class 4 elementary schools on the theme 9 sub-theme 1 in accordance with integrative thematic learning, namely Makananku Sehat dan Bergizi. This development design model adopted Dick and Lou Carey. The results at the product validation stage were as follows, 1) the material expert gave a value of 85.00%, 2) the linguist gave a score of 85.00%, 3) the media and learning design expert gave a value of 86.66%, 4) the learning practitioner or the class 4 homeroom teacher gave a value of 86.66%. The results of the product trials are as follows, 1) individual trials give a value of 90.00%, 6) small group trials get a value of 91.67%, 7) field trials get a value of 93.29%. While the t-test of religious character through the pre-test showed an average acquisition of 2.41 or 60.29% and a post-test score of 3.06 or 76.47% in character qualifications that have been seen or cultured. The difference in value increased by 0.65 or 16.18%.

Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”

Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process&#x0D; Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem.&#x0D; Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent.&#x0D; Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.&#x0D;

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.

Teachers' Awareness and Analysis of the Current Status of Disposable Plastic in Science Textbooks for Elementary School

This study analyzed the disposable plastic experiment equipment and materials included in science textbooks for elementary schools to understand their current status and surveyed elementary school teachers on their awareness of the need for such equipment to be included in textbooks, their educational benefits, and possible alternatives. The analysis of the inquiry activities revealed that various disposable plastic equipment and materials were included for different grades and domains. The annual consumption of such experiment equipment and materials in the scientific inquiry in each year was estimated based on the consumption amount by school years and items. The survey of the teachers indicated that most used plastic in their inquiry activities and had a positive idea on the use of plastic equipment and materials in consideration of the interest, safety, and convenience for students. They also agreed that disposable plastics need to be substituted, which should be reflected in the scheduled revision of textbooks.

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.

Analysis on the Contents of Soccer Activity in Physical Education Textbooks for Elementary School and Middle School

목적 이 연구는 2015 체육과 교육과정에 의해 집필된 초등학교, 중학교 체육 교과서의 영역형 경쟁활동 중 축구 종목 활동에 대한 내용을 분석하여 이후 진행될 체육 교과서 집필에 의미있는 실질적 자료를 제공하는 데 목적이 있다. 방법 체육과 초등학교 3-4학년군 검정 교과서 7종과 중학교 검정 교과서 7종 총 14종의 검정 교과서의 영역형 경쟁활동의 축구 종목 활동에 대한 학습 내용을 분석 대상으로 선정하였다. 선정된 분석 대상을 이순옥(2006)이 개발한 교과서 분석 방법을 기본 바탕으로 본 연구의 목적에 부합하도록 수정 보완하여 체제, 내용, 교수&#8901;학습 요소를 분석 준거로 설정하였다. 또한 교과서 내용 분석에 앞서 체육 교과 교수&#8901;학습 분야와 축구 종목 분야 두 측면의 전문가 집단을 구성하여 내용 분석을 실시하였다. 결과 첫째, 초등학교 체육 교과서의 내용 구성 형식은 ‘영역형 경쟁 활동의 개괄’, ‘축구형 게임 기능’, ‘축구형 게임 전략’, ‘축구형 게임 수행’, ‘단원 마무리’로 구성되었다. 중학교 체육 교과서의 내용 구성 형식은 ‘영역형 경쟁 활동의 개괄’, ‘축구 종목 특성’, ‘축구 기능’, ‘축구 전략’, ‘축구 경기 수행’, ‘영역형 경쟁 단원 마무리’ 형식으로 제시되었다. 둘째, 축구 기본 규칙에 대한 설명 등 용어의 선택이나 설명에서 오류가 나타났으며, 특히 운동 기능의 기본자세에 대한 내용 설명 삽화에서 오류가 가장 두드러지는 것으로 나타났다. 셋째, 간접체험활동이 제시되고 있었으나 주로 운동 기능 학습에 대한 내용을 제외한 학습 내용에 편중된 현상을 보이고 있었다. 결론 초등학교와 중학교 체육 교과서의 학습 내용이 내용의 범위 확장과 같은 계열성은 비교적 부족한 것으로 판단되며, 이는 체육 교과서 집필의 근간이 되는 상위 문서인 체육과 교육과정 문서에 그 원인이 있다고 본다. 또한 스포츠 종목의 운동 기능에 대한 내용의 오류를 줄이기 위해 교과서 집필 과정에서 해당 스포츠 종목 전문가와의 협업 과정이 요구된다. 마지막으로 체육 교과서는 교수&#8901;학습 활동의 다양성과 균형성이 요구되었다.

Tourism Status in Elementary School Textbooks

هدف از پژوهش حاضر، تحلیل محتوای آموزش گردشگری در کتاب¬های درسی دوره ابتدایی می¬باشد. روش مورد استفاده در تحلیل محتوای پژوهش، آنتروپی شانون بوده و واحد تحلیل صفحات (متن، پرسش¬ها، فعالیت¬ها، تصاویر) بودند که در مجموع شامل 3776 صفحه می¬شود. جامعه آماری پژوهش شامل 41 کتاب درسی دوره ابتدایی بوده که از این میان 35 جلد کتاب در هشت عنوان شامل کتاب فارسی (خوانداری)، فارسی (¬نوشتاری)، علوم¬تجربی، مطالعات ¬اجتماعی، هدیه¬های آسمانی، قرآن، کار و فناوری و تفکر و پژوهش به عنوان نمونه انتخاب و بررسی شدند. ابزار مورد استفاده چک لیست بوده؛ روش تعیین روایی تحلیل محتوای پژوهش حاضر نیز بدین صورت بود که جهت انتخاب مؤلفه¬ها و شاخص¬های آموزش گردشگری از منابع در دسترس در این ارتباط استفاده شد و پس از تأیید متخصصان گردشگری فهرست وارسی تحلیل محتوای نهایی در قالب چهار مؤلفه اصلی تهیه گردید، روایی محتوایی آن با استفاده از سی وی¬آر به دست آمد که برابر با 90/0 بوده است. جهت پایایی نیز پس از دو بار بررسی کتاب¬های درسی و به دست آوردن نتایج یکسان، جهت بررسی مؤلفه¬ها در اختیار سه ارزیاب قرار گرفت که ضریب توافق حاصل برابر با 70/0 بوده است. نتایج پژوهش نشان داد که بیشترین میزان توجه و ضریب اهمیت مربوط به مؤلفه گردشگری «چیست» (چیستیِ گردشگری) و کمترین میزان توجه مربوط به مؤلفه گردشگر «کیست» (هویت گردشگر) بوده است؛ ضمن اینکه بیشترین فراوانی در کتاب¬ مطالعات اجتماعی مشاهده شد.

Analysis on the Inquiry Tendency of Physical Education Textbooks for Elementary School According to the 2015 Revised Curriculum: Focusing on Invasion Competition Activities

목적 이 연구는 2015 개정 교육과정에 따른 초등학교 체육 교과서의 영역형 경쟁활동 부분의 탐구경향성을 수치화하여 정량적으로 분석하는 데 목적이 있다. 방법 이러한 목적 달성을 위해 초등학교 3~4학년군 검정 교과서 총 8종의 교과서를 연구 대상으로 선정하였고, 탐구경향성을 분석하기 위해 Romey의 교재 분석법의 본문 평가 지수, 그림 및 도표 평가 지수, 절과 장의 끝부분에 있는 질문 평가 지수, 활동 지수를 활용하였다. 결과 평균 본문 평가 지수 값은 0.17이었으며, 0.074~0.43의 범위에 있었다. 본문 평가 지수 값이 가장 높은 교과서는 G교과서(0.43)로 나타났고, F교과서(0.074)가 가장 낮은 것으로 나타났다. 평균 그림 및 도표 평가 지수 값은 1.01이었으며, 0.411~2.166의 범위로 모두 탐구적 성향의 교과서로 나타났다. 그림 및 도표 평가 지수 값이 가장 높은 교과서는 H교과서(2.166)로 나타났고, C교과서(0.411)가 가장 낮은 것으로 나타났다. 평균 절과 장의 끝부분에 있는 질문 평가 지수 값은 3.24이었으며, 1.428~7의 범위에 있었다. 절과 장의 끝부분에 있는 질문 평가 지수 값이 가장 높은 교과서는 E교과서(7)로 나타났고, A교과서와 C교과서(1.428)가 가장 낮은 것으로 나타났다. 평균 활동 지수 값은 0.93이었으며, 0.625~1.179의 범위로 모두 탐구적 성향의 교과서로 나타났다. 활동 지수 값이 가장 높은 교과서는 E교과서(1.179)로 나타났고, H교과서(0.625)가 가장 낮은 것으로 나타났다. 결론 교과서의 본문 내용이 운동 기능 습득을 위한 운동 기능의 전달에 다소 편향된 점은 문제점이라고 판단되며, 이러한 결과의 가장 큰 원인은 체육교육의 목적에 대한 잘못된 이해에서 비롯된다고 볼 수 있다. 또한 체육과 교육과정에 제시된 ‘신체활동 가치 중심’ 교육의 내용이 다소 명확하지 못하다는 점도 연구 결과의 원인으로 유추할 수 있다.

Specific Features of Three Newly Published English Textbooks for Elementary School in Japan – A Quantitative Study of the Textbooks

As Japan starts English education at the primary level in 2020, the study looks at three sets of English textbooks for the primary level through quantitative analyses. The objective of the study is to find specific features of each textbooks through quantitative analyses, because quantitative studies are known to be useful objective information which qualitative studies often fail to miss. The vocabulary-size analysis shows the following. First, Crown Jr. textbooks have the largest vocabulary size, second, the Correspondence Analysis shows that Crown Jr. textbooks seem to contain some Jr. high school level grammar, and third, Grade 5 textbooks of Junior Sunshine and New Horizon Elementary focus on the alphabets, singing and chanting, and school life; that Grade 6 textbooks of New Horizon Elementary and Junior Sunshine have materials on international foods and culture, and that both grade 5 and 6 textbooks of Crown Jr. contain more third-person sentences. The study believes these findings would provide useful information for those who are engaged in primary and secondary English education in Japan.

An Analysis of the Creating Areas in Music Textbooks for Elementary School the fifth and the sixth Graders

목적 본 연구는 2015 개정 교육과정에 의한 초등학교 5, 6학년 음악교과서의 창작영역을 분석하여, 초등학교의 음악시간에 이루어지는 창작교육을 점검하고 개선되어야 하는 방향을 모색하는 것을 목적으로 하였다.방법 이를 위해 음악교과서에서 창작영역이 차지하는 비중, 장르구성, 창작활동 유형, 타 활동영역과의 연계 등을 조사하여 특징을 찾고 개선점을 도출하였다.결과 창작영역은 27.70%(독립제재 3.16%, 통합제재 23.53%)를 차지하였으며 각 교과서에서의 비율은 20~ 30%인 경우가 많았다. 장르는 국악이 47.65%, 서양음악이 48.99%였다. 활동유형은 노랫말과 관련된 활동이 39.60%, 타 활동영역과의 연계는 가창영역과 연계된 활동이 55.70%로 가장 높은 비율을 차지하였다.결론 개선점으로 창작영역 장르의 다양화, 가락 관련 활동 비율 높이기, 다양한 영역 활동과의 연계가 요구된다. 그리고 최근의 변화된 사회와 시대상을 반영한 적절한 매체의 활용 및 다른 교과와의 연계도 필요하다.

Chinese Traditional Culture Education: Implementing the Child’s Position and Perspective in the Elementary School Textbook Morality and Law

Purpose: Failure to clarify the position of children in Chinese culture is a significant issue faced by Chinese traditional culture education (CTCE). Indeed, moral education needs to establish child’s perspective and position in Chinese society and incorporate these into the curricula on the excellent Chinese traditional culture. This study explores how the elementary school textbook, Morality and Law, has approached CTCE. Design/Approach/Methods: First, this article analyzes practical difficulties in CTCE: omission child’s position. Second, this article explores the child's position needed by CTCE based on Rousseau, Montessori, and Dewey’s contemporary views on children. At last, this article explores the strategy of how to implement the child’s position in CTCE based on Morality and Law. Findings: In respect to CTCE, Morality and Law positions children in various ways. In terms of its educational goal, the textbook is intended to improve children’s cultural education and appreciation. While the textbook’s editors mainly select positive content, negative content is also included. Always taking the child into consideration, the textbook incorporates systemized knowledge into children’s own lives, particularly insofar as the teaching strategy uses events or experiences in which children are interested. Originality/Value: Following the reform of China’s curriculum at the start of the 21st century, moral education textbooks were developed on the basis of the child’s position but remained weak in terms of traditional culture education. The approach adopted in Morality and Law and illustrated in this study bridges the gap between children and traditional culture, improves the effectiveness of CTCE, and provides other countries with insight based on China’s experiences in cultural education.

Compiling Life-Oriented Moral Education Textbooks for Elementary Schools in China: The Mimetic Approach in Morality and Law

Purpose: This study explores a novel approach to compiling life-oriented moral textbooks for elementary schools in China, specifically focusing on Morality and Law. Design/Approach/Methods: Adopting Aristotle’s Poetics as its theoretical perspective, this study illustrates and analyzes the mimetic approach used in compiling the life-oriented moral education textbook, Morality and Law. Findings: The mimetic approach involves imitating children's real activities, thoughts, and feelings in textbooks. The mimetic approach to compiling life-oriented moral textbooks comprises three strategies: constructing children's life events as building blocks for textbook compilation, designing an intricate textual device exposing the wholeness of children's life actions, and designing inward learning activities leading to children's inner worlds. Originality/Value: From the perspective of Aristotle's Poetics, the approach to compilation in Morality and Law can be defined as mimetic. And the compilation activity in the life-oriented moral education textbook also can be described as a process of mimesis. So this article presents a new approach to compile moral education textbooks and an innovative way to understand the nature of one compiling activity.