초중등 과학 교과서에 나타난 유관속식물 학습 소재의 특성 분석 - 생활형, 사용성, 빈도 분석을 중심으로 -

Abstract

This study analyzes the life form, use, and frequency of vascular plants mentioned in 64 elementary and secondary science textbooks used in the Seventh curriculum. In terms of life form, deciduous tree and shrub plants are dealt with relatively higher component ratio in the elementary school curriculum, but were evenly distributed in the middle school curriculum. Herbaceous plants appear with high frequency in the high school curriculum. With regards to learning contents, deciduous plants appear 4.6 times more than evergreen plants, and herbaceous plants tended to appear more frequently than woody plants. As the analysis of flowering season, 125 species in the whole curriculum are efflorescent. The number of species that can be observed in spring was 43 species in the elementary school curriculum, 17 species in the middle school curriculum and 27 species in the high school curriculum. The number of species that can be observed in summer was 35 species, 30 species, and 49 species, respectively. Because flower of many species can be frequently observed in spring and summer, field class for nature observation should be undertaken in these seasons. Regarding analysis of practical use, horticultural and esculent plants highly appear in the elementary school curriculum, esculent and horticultural plants are more frequently observed in the middle and high school curriculums. In terms of frequency, high observed low frequent plants in the elementary curriculum and mid and high frequent plants in the secondary school curriculum. This can be interpreted into the fact that the learning of plant species is repeated relatively more in the secondary school curriculum than in the elementary curriculum, or the result of variety of the textbooks. The plant species observed most frequently are the pine tree, rice, and bean. Mean-