| 초록 |
The purpose of this study was to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about meteorological phenomena in textbooks demonstrated over the years of the science curriculum changes. A main target of analysis is the elementary science textbook, from 1st to 2007 Revised National Curriculum. In analysis, an analytic frame developed based on contents in meteorology textbooks of teachers colleges and colleges of education was used. The results are as follows. First, meteorology curriculum accounted for more than 7% of all pages of textbooks on average in all of science curriculums. Meteorology curriculum has been expanding at a certain portion since the 7th revision, and it became the biggest portion of increase in the 2007 Revised National Curriculum. Second, items that have been dealt with in common in all science curriculums from 1st to 2007 Revised Elementary Science Curriculum are continuously expected to be dealt as basic contents to organize meteorology regardless of the curriculum changes. Third, most of the details in learning contents related to meteorology were dealt commonly across the grades of the elementary science curriculums. This implies that meteorology-related contents in elementary school science curriculum require an understanding of sub-concept as a prerequisite for learning advanced content in a higher grade. |
