The Comparative Analysis of Illustrations and Questions of Elementary School Experimental Observation Textbooks -Focused on 2009 and 2015 Revised Curriculum

This study compared and analyzed the types and roles of illustrations, and the s in the questions in the experimental observation textbooks for 3rd, 4th, 5th, and 6th graders of the 2009 and 2015 revised curriculum. This study provide basic data that can effectively utilize the textbooks of the 2015 revised curriculum by presenting the changes, trends of the textbooks according to the revision of the curriculum and suggestions to help develop the experimental observation textbooks of the revised curriculum in the future. The results of comparing and analyzing experimental observation textbooks for 3rd, 4th, 5th, and 6th graders of the 2009 revised curriculum and 2015 revised curriculum are as follows. First, the proportion of photographs in the types of illustrations is the highest at 63.6% in the 2009 revised curriculum and 58.5% in the 2015 revised curriculum, which is to give students a more realistic scientific experience through high objectivity and clarity. Second, the proportion of learning theorem in the roles of illustrations is the highest at 40.9% in the 2009 revised curriculum and 67.8% in the 2015 revised curriculum because experimental observation textbooks have the quality of auxiliary textbooks. Third, In terms of the science process skills in the questions, the proportion of the basic science process skills is the highest at 74.2% in the 2009 revised curriculum and 79.5% in the 2015 revised curriculum. Among the individual items of the science process skills, the proportion of observations is the highest at 32.2% in the 2009 revised curriculum and 34.4% in the 2015 revised curriculum.