초등학교 과학 교과서 중 물질 영역의 내용 변천 분석

Analysis of Content Change in Matter Field of Korean Elementary Science Textbooks

The purpose of this study is to provide basic data for the curriculum development and to get suggestions for the advancement of science textbooks. This is achieved by the analysis of content change in material field of elementary science textbooks from the syllabus period to 7th national curriculum. The method of this study is to analyze the units, contents, inquiry process in material field of elementary science textbooks from syllabus period to 7th national curriculum. Units were analyzed change by comparison in each textbooks of curriculum. Contents were analyzed by checking if they were included in each curriculum or not after extract all contents from textbooks. And inquiry processes were analyzed kinds and frequencies according to the science process skills presented in 7th national curriculum. The results of the analysis are as follows; First, the number of material units has been expanded in the 3rd curriculum. And material units appeared evenly for all grades according to change of curriculum. The material units deal with 9 themes such as solids, liquids and gases, changes in the state, the separation of mixture, dissolution and solution, molecules, acid and base, oxidation and reduction. The material units are composed of observable activities such as solids, liquids and gases in low grades and micro-concept such as molecular, acid and base, oxidation and reduction in high grades. Molecule themes were moved to middle school in the 7th national curriculum. So themes included in elementary science textbooks were weighted in macroscopic characteristics of materials. Second, many contents appeared consistently without much change from 3rd curriculum through 7th curriculum. Contents related to real-life were introduced in the 5th curriculum. Also a lot of new contents added in the 7th curriculum. Third, observing were most dominant in the textbooks of every curriculum. On the other hand formulating hypothesis, controlling variables, interpreting data of integrated process skills were appeared less frequently. But inquiry processes has become diverse according to the change of national curriculum. In conclusion, meaningful and interesting learning-materials should be developed by introducing themes of various areas into elementary school science textbooks. And textbook development method has to change to increase students` creative thinking abilities for preparing future society actively.