초중등 과학 교과서에 나타난 유관속 식물 학습 소재의 생태적 특성 분석 -고유성, 자생성, 중요종 분석을 중심으로-

Abstract

This study analyzes the nativeness, wildness, and important species of vascular plants which are mentioned in 64 elementary and secondary science textbooks used in the Seventh curriculum. Native species were higher than non-native species in the elementary science textbooks, and were very low in the secondary science textbooks. It means that the secondary science textbooks should be reviewed the wildness at the next curriculum. Native species almost belong to wild species, and appear 10 times more than non-wild species. The great majority of non-native species belong to non-wild species. In addition, native species which doesn't grow naturally and were used to ethnobotanical resources were 11 species. Alien species were included 7 species in the elementary school curriculum, 8 species in the middle school curriculum, and 14 species in the high school curriculum. Most of the wild species that achieve life-cycle naturally were classified into wild and horticultural plants, non-wild specie were categorized horticultural and esculent plants. Regarding analysis of the naturalness that was related to leaf abscission, too much non-native species were distributed in the middle school curriculum compared with the others. Therefore, complementary action should be required the next curriculum reorganization. Important species which is high conservation value nationally were included 2 species in the elementary school curriculum, 4 species in the middle school curriculum, and 12 species in the high school curriculum. Regarding endemic species, we can find Fagus crenata var. multinervis in the elementary school curriculum and Abies koreana and Hanabusaya asiatica in the high school curriculum.