2009 개정과 2015 개정 교육과정의 5, 6학년 과학 교과서 비교 분석 : 물질 영역을 중심으로

Abstract

The study is to comparative analysis the contents and compositions, the types and roles of illustrations in the 5th and 6th grade science textbooks compiled by the 2009 revised curriculum and compiled by the 2015 revised curriculum. Through this, the changes and flows of textbooks in accordance with the curriculum revision are suggested to provide basic data that can effectively use the 2015 revision curriculum science textbooks, and suggest implications for the development of science textbooks in the future revision curriculum. The results of the comparative analysis of the 2009 revised curriculum and the 5th and 6th grade science textbooks of the 2015 revised curriculum are as follows. First, the content of science textbooks of the 2015 revised curriculum decreased by unit. In the 2009 revised curriculum, the number of unit members was reduced by presenting only one science story about two or three units per unit at the end of the unit. In addition, the scientific writing presented at the end of each unit was not presented in the 2015 revised curriculum, and the total number of pages and the number of sentences in the unit were reduced by incorporating overlapping periods in the inquiry process. Second, as a result of analyzing the types and roles of the illustrations, the proportion of the pictures was higher than that of the 2009 revised curriculum science textbooks. This is because photographs are more efficient than manga and pictures, depending on the nature of the science subject that should be highly inquisitive and objective. Among the roles of illustrations, the role of learning guidance increased compared to the 2009 revised curriculum.