2009와 2015 개정 교육과정의 초등학교 5, 6학년 과학교과서 비교 분석 = The Comparative Analysis of the Science Textbooks of 5th and 6th grades in Elementary school between 2009 and 2015 Revised Curriculum

다국어 초록 (Multilingual Abstract)

Through comparative analysis of the fifth and sixth graders' science textbooks compiled by the 2009 revised curriculum, the appearance characteristics of fifth and sixth graders' science textbooks compiled by the 2015 revised curriculum, the content system of science textbooks, and their types of illustrations and roles, the textbooks compiled by the 2015 revised curriculum can be used effectively by teachers to identify the trends in science textbooks' scientific ability development. The results of comparing and analyzing fifth and sixth graders' science textbooks for the 2009 revised curriculum and the 2015 revised curriculum are as follows. First, as a result of comparing and analyzing the appearance characteristics, the science textbook for fifth and sixth graders in 2015 was unchanged from the science textbook for the third and fourth graders of the 2009 revision, and the length of the length of the length of the length was 10mm longer, and the familiar materials encountered in the daily life of the students were composed of cover illustrations to generate knowledge and develop the quantity of the search zones. Second, as a result of comparing and analyzing the content system of science textbooks, the two areas of matter, energy, life, and earth, which are the areas of the 2009 revised curriculum, were subdivided into exercise and energy, materials, life, earth and space in the 2015 revised curriculum, and the number of fifth and sixth grade textbooks was reduced by 22 to improve students' scientific exploration capabilities for the sake of optimal learning volume. Third, the number of illustrations in the 2015 revised curriculum science and textbooks decreased compared to the number of illustrations in the 2009 revised curriculum, but the number of illustrations per page increased (+0.48). In terms of types of illustrations, the proportion of photographs in the 2009 revised curriculum science textbooks stood at 65.8 percent, but the 2015 revised curriculum edged up to 68.0 percent. Because of the nature of scientific teaching with a lot of exploratory activities, the proportion of photographic illustrations is very high and the photograph functions as an accurate and objective material than the painting. In the role of illustrations, the ratio of learning guides rose from 41.9% to 42.1%, and the most important aspect of illustrations was learning guides.