Purpose of this study was to compare and analyze metabolism unit as a key subject between biology textbooks used in high school of Korea and U.S.A. Ten different biology textbooks, eight from Korea (A, B, C, D, E, F, G, H) and two from U.S.A (U1, U2), were used in this study.
Results of study ar...
Purpose of this study was to compare and analyze metabolism unit as a key subject between biology textbooks used in high school of Korea and U.S.A. Ten different biology textbooks, eight from Korea (A, B, C, D, E, F, G, H) and two from U.S.A (U1, U2), were used in this study.
Results of study are as follows;
(1) Comparative analysis of ways to spread out metabolism unit between biology textbooks used in high school of Korea and U.S.A: ways to deploy the unit of metabolism were similar metabolism unit.
(2) Comparative analysis of contents in metabolism unit between biology textbooks used in high school of Korea and U.S.A: biology textbooks used in U.S.A contained more volume for the metabolism unit than textbooks in Korea.
(3) Comparative analysis of learning object for metabolism unit between biology textbooks used in high school of Korea and U.S.A: learning object for the metabolism unit was the much same except for some subjects in photosynthesis and respiration.
(4) Comparative analysis of figures, illustrations, tables, and diagrams in metabolism unit between biology textbooks used in high school of Korea and U.S.A: average number of the figures, illustrations, tables, and diagrams in metabolism unit were similar in metabolism unit.
(5) Comparative analysis of learning contents in metabolism unit between biology textbooks used in high school of Korea and U.S.A: there was a different explanation for reaction equations of photosynthesis and respiration in metabolism unit.
(6) Comparative analysis of quest for knowledge in metabolism unit between biology textbooks used in high school of Korea and U.S.A: biology textbooks used in Korea contained more volume of quest for knowledge in the metabolism unit than textbooks in U.S.A.
(7) Comparative analysis of supplements, intensifying subjects, and STS in metabolism unit between biology textbooks used in high school of Korea and U.S.A: average number of the supplements, intensifying subjects, and STS in metabolism unit was 6.2 in biology textbooks used in Korea while average number of them was 5.0 in biology textbooks in U.S.A.
(8) Comparative analysis of conclusions in metabolism unit between biology textbooks used in high school of Korea and U.S.A: conclusion was found at the end of every chapter in textbook used in U.S.A.
Purpose of this study was to compare and analyze metabolism unit as a key subject between biology textbooks used in high school of Korea and U.S.A. Ten different biology textbooks, eight from Korea (A, B, C, D, E, F, G, H) and two from U.S.A (U1, U2), were used in this study.
Results of study are as follows;
(1) Comparative analysis of ways to spread out metabolism unit between biology textbooks used in high school of Korea and U.S.A: ways to deploy the unit of metabolism were similar metabolism unit.
(2) Comparative analysis of contents in metabolism unit between biology textbooks used in high school of Korea and U.S.A: biology textbooks used in U.S.A contained more volume for the metabolism unit than textbooks in Korea.
(3) Comparative analysis of learning object for metabolism unit between biology textbooks used in high school of Korea and U.S.A: learning object for the metabolism unit was the much same except for some subjects in photosynthesis and respiration.
(4) Comparative analysis of figures, illustrations, tables, and diagrams in metabolism unit between biology textbooks used in high school of Korea and U.S.A: average number of the figures, illustrations, tables, and diagrams in metabolism unit were similar in metabolism unit.
(5) Comparative analysis of learning contents in metabolism unit between biology textbooks used in high school of Korea and U.S.A: there was a different explanation for reaction equations of photosynthesis and respiration in metabolism unit.
(6) Comparative analysis of quest for knowledge in metabolism unit between biology textbooks used in high school of Korea and U.S.A: biology textbooks used in Korea contained more volume of quest for knowledge in the metabolism unit than textbooks in U.S.A.
(7) Comparative analysis of supplements, intensifying subjects, and STS in metabolism unit between biology textbooks used in high school of Korea and U.S.A: average number of the supplements, intensifying subjects, and STS in metabolism unit was 6.2 in biology textbooks used in Korea while average number of them was 5.0 in biology textbooks in U.S.A.
(8) Comparative analysis of conclusions in metabolism unit between biology textbooks used in high school of Korea and U.S.A: conclusion was found at the end of every chapter in textbook used in U.S.A.
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