• School Science Journal
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• v.13 no.3
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• pp.251-260
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• 2019

The life cycle of cabbage-white butterfly is presented in textbooks as an activity to understand the life cycle of animals for 3rd graders in elementary schools. This study was intended to analyze the contents of the current science textbook in the 2015 revised curriculum and suggested improvement of contents. The life cycle of cabbage-white butterfly presented in the textbook consists of eggs, caterpillars, pupae and adult insects in linear steps, and there is a shortage of activity to show the full life cycle. To improve the contents, we checked life cycle of cabbage-white butterfly through a series of experiments. To collect eggs in the out field, kale and cabbage seedlings were placed next to outdoor flowers, next to artificial butterfly feeder, and in grasses without flowers during June. The largest number of butterfly eggs were found from kale beside flowers. The sponges soaked in sugar water or honey water were provided for adult butterflies in ground-type, hook-type and ceiling-type form. Most absorbent activities were observed on the sponge soaked in honey water installed on the ceiling. From the third day, butterfly started to lay eggs. In order to incorporate these facts in the textbook, we suggest to reorganize the relevant contents of the textbook as follows. The kale seedlings should be placed next to the flowers on the school flower bed from June to collect the cabbage white butterfly eggs. A sponge soaked with honey should be placed on top of the breeding net for butterflies. Breeding net should be big enough to keep butterfly flying freely and several kale flowerpots. After laying eggs, butterflies should be released in the field. This process will give students an better understanding of the life cycle of animal.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.203-219
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• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.