Abstract
This study analyzes the system and content of the agricultural life science unit in the practical textbook developed during the occasional revised curriculum. It seeks to provide implications and recommend improvement measures for the development of future textbooks. The study’s findings lead to several recommendations. First, the average proportion (15.4%) of the actual science textbooks in the agricultural life science field during the revised curriculum period is considered to be somewhat lower than the status of the actual science as the parent study. Therefore, future textbooks should increase both the quality and quantity of agricultural life science education content. Second, besides knowledge acquisition, the agricultural life science unit should emphasize attitude formation, practical application, and execution. Since current practical textbooks focus on knowledge-oriented learning goals, there is a need to harmonize knowledge, attitudes, and skills in future revisions. Third, auxiliary data and experiential activities of the agricultural life science unit of the periodically revised curriculum should presented in a balanced manner without any bias. Fourth, it is desirable for unit evaluation items in the agricultural life science field to harmonize 'convergence type evaluation' and 'divergence type evaluation'. Fifth, this study examined the system of units in the agricultural life science field across all practical science textbooks developed during curriculum revisions. Future research should examine changes in the content, including the 2022 revised textbook, and analyze differences in content organization across textbooks.
Published Version
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