This study examines the congruity between informatics textbooks based on 'Revised Curriculum 2007' and current informatics curriculum trend. The goal of this study is to evaluate the current informatics curriculum by analyzing students' and teachers' opinions in informatics textbooks. Specifically, ...
This study examines the congruity between informatics textbooks based on 'Revised Curriculum 2007' and current informatics curriculum trend. The goal of this study is to evaluate the current informatics curriculum by analyzing students' and teachers' opinions in informatics textbooks. Specifically, the study theoretically analyzed the informatics textbooks based on 'Revised Curriculum 2007' and the opinions of students and teachers in textbooks; such analysis aims to suggest a guideline for revising the curriculum and textbooks. The research methods for these goals are listed as follows. 1. Sample selection: The study chose the four most adopted informatics textbooks by middle schools based on the first stage of curriculum. 2. Respondent selection: The study included the middle school informatics teachers nationwide in order to analyze the reflection of curriculum and the structure of textbook. The study also sampled middle school students with similar academic performance and life style considering the location and the textbook adoption of each school. As a result, 806 students and 71 teachers participated in this study. 3. Analysis: The study analyzed the selected informatics textbooks in three aspects: 1) the analysis of alignment between curriculum and textbook, 2) the analysis of alignment between education goal and evaluation, and 3) the analysis of each textbook's inquisitive tendency. 4. Students' and teachers' opinions: The study surveyed four times after the students learned each area of textbook. The results of each analysis are shown as follows. 1. Alignment between curriculum and textbook: For this analysis, the study classified the detailed contents of curriculum and examined the reflection of curriculum contents in each textbook. The result shows that each textbook fails to reflect all of the curriculum contents; in each of four textbook areas, some textbook misses from one to even fourteen curriculum contents. The study further finds out that the vague descriptions, representation errors and unclear explanations in the curriculum handbook cause this problem. 2. Alignment between education goal and evaluation: The study adopted Porter's alignment index commonly used in curriculum revisions. The index shows that textbook A has the greatest overall alignment (.584). In terms of the area of 'Organization and Operations of Information Devices', textbook A has the greatest alignment between education goal and evaluation (.835). Textbook A also has the highest alignment score regarding the area of ' Information Representation and Management' (.906). In terms of 'Problem Solving Methods and Procedures', textbook D shows the highest alignment score (.571). Finally in the area of 'Information Society and Information Technology', textbook C shows the highest alignment score (.711). 3. Textbook's inquisitive tendency: The study analyzed the five aspects of inquisitive tendency suggested by Romey including text, figure/diagram, learning activity, question and chapter end. The analysis of text and figure/diagram in ‘Organization and Operations of Information Devices’ represents that textbook A has the greatest inquisitive tendency. The (learning) activity analysis in this area reveals that textbook A and C show the high tendency score. The analysis of text and figure/diagram in 'Representation and Management of Information' shows that textbook A has the highest tendency score. On the other hand, the activity analysis represents that textbook C has the optimal inquisitive tendency. The text analysis in 'Problem Solving Methods and Procedures' shows that textbook A has an overall inquisitive tendency. The figure/diagram analysis tells that textbook A, B and C (except for textbook D) show an appropriate inquisitive tendency. Also, textbook B and D have the most desirable learning activity in the area. The text and figure/diagram analysis in "Information Society and Information Technology' shows that all of the textbooks have lower tendency scores. But textbook A and C have a desirable inquisitive tendency in the activity analysis. 4. Students’ and teachers’ opinions: Textbook C has a lower score regarding the alignment between curriculum and textbook recognized by teachers. Regarding the alignment between education goal and evaluation, students responded low scores in every textbook area. In the opinion of textbook structure, teachers responded that the textbooks are knowledge-centered while students responded that they are either inquisitive- or knowledge-centered.
This study examines the congruity between informatics textbooks based on 'Revised Curriculum 2007' and current informatics curriculum trend. The goal of this study is to evaluate the current informatics curriculum by analyzing students' and teachers' opinions in informatics textbooks. Specifically, the study theoretically analyzed the informatics textbooks based on 'Revised Curriculum 2007' and the opinions of students and teachers in textbooks; such analysis aims to suggest a guideline for revising the curriculum and textbooks. The research methods for these goals are listed as follows. 1. Sample selection: The study chose the four most adopted informatics textbooks by middle schools based on the first stage of curriculum. 2. Respondent selection: The study included the middle school informatics teachers nationwide in order to analyze the reflection of curriculum and the structure of textbook. The study also sampled middle school students with similar academic performance and life style considering the location and the textbook adoption of each school. As a result, 806 students and 71 teachers participated in this study. 3. Analysis: The study analyzed the selected informatics textbooks in three aspects: 1) the analysis of alignment between curriculum and textbook, 2) the analysis of alignment between education goal and evaluation, and 3) the analysis of each textbook's inquisitive tendency. 4. Students' and teachers' opinions: The study surveyed four times after the students learned each area of textbook. The results of each analysis are shown as follows. 1. Alignment between curriculum and textbook: For this analysis, the study classified the detailed contents of curriculum and examined the reflection of curriculum contents in each textbook. The result shows that each textbook fails to reflect all of the curriculum contents; in each of four textbook areas, some textbook misses from one to even fourteen curriculum contents. The study further finds out that the vague descriptions, representation errors and unclear explanations in the curriculum handbook cause this problem. 2. Alignment between education goal and evaluation: The study adopted Porter's alignment index commonly used in curriculum revisions. The index shows that textbook A has the greatest overall alignment (.584). In terms of the area of 'Organization and Operations of Information Devices', textbook A has the greatest alignment between education goal and evaluation (.835). Textbook A also has the highest alignment score regarding the area of ' Information Representation and Management' (.906). In terms of 'Problem Solving Methods and Procedures', textbook D shows the highest alignment score (.571). Finally in the area of 'Information Society and Information Technology', textbook C shows the highest alignment score (.711). 3. Textbook's inquisitive tendency: The study analyzed the five aspects of inquisitive tendency suggested by Romey including text, figure/diagram, learning activity, question and chapter end. The analysis of text and figure/diagram in ‘Organization and Operations of Information Devices’ represents that textbook A has the greatest inquisitive tendency. The (learning) activity analysis in this area reveals that textbook A and C show the high tendency score. The analysis of text and figure/diagram in 'Representation and Management of Information' shows that textbook A has the highest tendency score. On the other hand, the activity analysis represents that textbook C has the optimal inquisitive tendency. The text analysis in 'Problem Solving Methods and Procedures' shows that textbook A has an overall inquisitive tendency. The figure/diagram analysis tells that textbook A, B and C (except for textbook D) show an appropriate inquisitive tendency. Also, textbook B and D have the most desirable learning activity in the area. The text and figure/diagram analysis in "Information Society and Information Technology' shows that all of the textbooks have lower tendency scores. But textbook A and C have a desirable inquisitive tendency in the activity analysis. 4. Students’ and teachers’ opinions: Textbook C has a lower score regarding the alignment between curriculum and textbook recognized by teachers. Regarding the alignment between education goal and evaluation, students responded low scores in every textbook area. In the opinion of textbook structure, teachers responded that the textbooks are knowledge-centered while students responded that they are either inquisitive- or knowledge-centered.
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