Abstract
This study is aimed at analyzing in comparison with the visual representations suggested in science textbook for middle-school students. As a result of analysis, it showed the highest prevalence in photo among visual representations, especially, the prevalence of photo in Unit I was found remarkably higher than that in Unit II. This is thought to relate to the learning content. Photos relating to geodiversity were found to prevail in all the textbooks, but remarkably a large number of photos related with overseas geodiversity were being used. This rather provides the photos not accustomed to the students, which may cause difficulty for the students in their organizing and recognizing new information in a meaningful manner. In addition, it may appear in a negative way from the aspect of building up science literacy and learning creative experiences. In order to supplement such problems, it would be helpful to have the students understand a natural phenomenon and form a science concept by providing the photos relating to the geodiversity of Korea accustomed to the students when developing science textbooks in future.
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