Abstract
The purpose of this study is to investigate the aspect of variation of the texts in elementary and secondary school science textbooks at each grade level in terms of linguistic features. Data included some of the written texts related to `Volcano and Earthquake` in Korean elementary and secondary school science textbooks in the seventh National Curriculum. The written texts were comparatively analyzed in terms of textual meaning, interpersonal meaning, and ideational meaning. Results revealed that there were different structures and linguistic features of the texts in school science textbooks depending on the grade level. Therefore, we argue that the differences in this study may make students feel difficult and strange when they read and understand science textbooks. We suggest that science teachers need to play the role of a mediator between students` understanding and the structural features of the scientific language in science learning.
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