RISS 학술연구정보서비스

검색
다국어 입력

http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.

변환된 중국어를 복사하여 사용하시면 됩니다.

예시)
  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
  • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
닫기
    인기검색어 순위 펼치기

    RISS 인기검색어

      KCI등재

      한국과 몽골의 과학 교과서의 비교 연구 - 에너지와 기후변화 내용을 중심으로 - = Comparative Study of Science Textbooks in Korea and Mongolia: Focusing on Energy and Climate Change Contents

      한글로보기

      https://www.riss.kr/link?id=A108995029

      • 0

        상세조회
      • 0

        다운로드
      서지정보 열기
      • 내보내기
      • 내책장담기
      • 공유하기
      • 오류접수

      부가정보

      다국어 초록 (Multilingual Abstract)

      This study aimed to compare the contents and illustrations of elementary and middle school science textbooks in Mongolia and Korea with the theme of “Energy and Climate Change” and to study their status and trends. This study focused on “change in the state of matter” among the energy components because energy contains many components. The research method is performed in these steps: after comparing and analyzing the contents and illustrations on “changes in the state of matter” described in the currently used Mongolian and Korean elementary and middle school science textbooks, the contents and illustrations on “climate change” were compared and analyzed. Elementary and middle school textbooks in both countries had sufficient contents on “changes in the state of matter”; however, content on climate change is lacking and energy and climate change almost had no integrated content. Because of the study, the contents related to “change of state of matter” in the science textbooks of both countries were similar, but the Korean textbook had more illustrations, exploration, and applications. While the Korean elementary school science textbook had four science stories about climate change, the Mongolian elementary school textbook had only one content. Middle school science textbooks contained relatively little content related to climate change and only included greenhouse gas-related content; therefore, they did not cover much content. Through our research, we would like to make the following suggestions: First, there is a need to consider adding content related to “climate change” to Mongolian elementary school textbooks. Additionally, it appears that content related to “climate change” in Korean textbooks should be organized as important content related to the achievement process, not as part of science stories, and should be linked to exploration. Second, science classes should place more emphasis on the usefulness and importance of content than on content and illustrations. Lastly, there is a need to include content related to “climate change” rather than “weather” or “climate” in elementary and middle school textbooks in both countries as scientific and social content appropriate for the age of students.
      번역하기

      This study aimed to compare the contents and illustrations of elementary and middle school science textbooks in Mongolia and Korea with the theme of “Energy and Climate Change” and to study their status and trends. This study focused on “change ...

      This study aimed to compare the contents and illustrations of elementary and middle school science textbooks in Mongolia and Korea with the theme of “Energy and Climate Change” and to study their status and trends. This study focused on “change in the state of matter” among the energy components because energy contains many components. The research method is performed in these steps: after comparing and analyzing the contents and illustrations on “changes in the state of matter” described in the currently used Mongolian and Korean elementary and middle school science textbooks, the contents and illustrations on “climate change” were compared and analyzed. Elementary and middle school textbooks in both countries had sufficient contents on “changes in the state of matter”; however, content on climate change is lacking and energy and climate change almost had no integrated content. Because of the study, the contents related to “change of state of matter” in the science textbooks of both countries were similar, but the Korean textbook had more illustrations, exploration, and applications. While the Korean elementary school science textbook had four science stories about climate change, the Mongolian elementary school textbook had only one content. Middle school science textbooks contained relatively little content related to climate change and only included greenhouse gas-related content; therefore, they did not cover much content. Through our research, we would like to make the following suggestions: First, there is a need to consider adding content related to “climate change” to Mongolian elementary school textbooks. Additionally, it appears that content related to “climate change” in Korean textbooks should be organized as important content related to the achievement process, not as part of science stories, and should be linked to exploration. Second, science classes should place more emphasis on the usefulness and importance of content than on content and illustrations. Lastly, there is a need to include content related to “climate change” rather than “weather” or “climate” in elementary and middle school textbooks in both countries as scientific and social content appropriate for the age of students.

      더보기

      분석정보

      View

      상세정보조회

      0

      Usage

      원문다운로드

      0

      대출신청

      0

      복사신청

      0

      EDDS신청

      0

      동일 주제 내 활용도 TOP

      더보기

      주제

      연도별 연구동향

      연도별 활용동향

      연관논문

      연구자 네트워크맵

      공동연구자 (7)

      유사연구자 (20) 활용도상위20명

      이 자료와 함께 이용한 RISS 자료

      나만을 위한 추천자료

      해외이동버튼