양성평등의 관점을 반영한 과학 교과서가 초등학생의 과학진로인식과 과학자 이미지에 미치는 영향

Abstract

The purpose of this study is to investigate the effect of science textbooks which reflect the perspective of gender equality on the elementary school students' perceptions of science careersand scientist image. To conduct the study, students in the third grade were taught using textbooks written mostly by male scientists as a comparative class. The experimental class was taughtusing textbooks written by similar ratios of male and female scientists. Then, the impact was analyzed a month later. As a result, there was a statistically significant difference in the perceptionof scientific career paths among the students in the experimental and comparative classes, indicating that students who studied using the science textbooks which reflected the perspectiveof gender equality had a more positive perception of scientific career paths than those who used books written predominantly by male scientists. The results of the examination of thescientist’s image showed no statistically significant difference, yet in the experimental class, the proportion of the students who drew male scientists decreased, and the proportion of studentswho drew female scientists increased, which did not happen in the comparative class, where the proportion of the students who drew male scientists increased, and the proportion of students who drew female scientists decreased. Based on the results of the study on the impact of science textbooks on the students' perceptions, suggestions were given to further revise the 2022 revised elementary school science textbook currently being developed.