부산과 광주의 초등학교 4학년 지역생활 교과서 사회과 탐구의 내용, 성취도, 흥미도, 요구도 분석 및 비교

The purpose of this study is to analyze and compare the content, achievement, interest and need for the 4th grade regional living social studies in Pusan and Kwangjoo provinces. To do this, the researchers have analyzed the two regional living textbooks according to the themes to find out textbook maker s intend that what kind of themes with how much weight he/she wants to send to the receivers(students). Analysis and comparisons have been added on content structure and number of nouns, verbs, adjectives, pictures, illustrations, maps, tables and figures. Chi- and t-test's were performed for these comparisons.

Achievement test consists of 25 multiple choice items. 26 items of the interest questionnaire for students and need questionnaire for parents were developed in a five point Likert format for each province through pre-tests. The indices of reliability of achievement, interest, and need scales for Pusan are 0.90, 0.81, 0.9 1, respectively. For Kwangjoo, these values were 0.88, 0.76, and 0.90 which were lowered than Pusan.

Fifteen classes were selected through stratified sampling procedures in each province. Student samples were 594 in Pusan and 599 in Kwangjoo, and parent samples were 583 and 585 in eachprovince. F - and t-test's were conducted with SAS program.

The major findings are follows.

First, Livings in Kwangjoo(9,265) uses more words than Livings in Pusan(8,359) and shows difference(chi-square p<.01). The former uses most frequently words on Introduce Kwangjoo and History of Kwangjoo themes while the latter uses most frequently words on Pusan harbor , industry and traffic themes. This means that each textbook uses more frequently words related to each province.

Second, both textbooks show similar content structure which is correspond to instructional structure, that is, suggesting objectives - learning contents consist of explanations, pictures, illustrations, maps, tables and figures - evaluating performances.

Third, Pusan textbook uses more verbs with meaningful difference(p<.01) of 490 : 315. This difference is contradict to the number of total words difference(p<.01) of 9,265(Kwangjoo) : 8,539(Pusan) and to the number of total nouns difference(p<.05) of 1,247(Kwangjoo) : 1,188 (Pusan) Fourth, Kwangjoo textbook uses more adjectives with meaningful difference(p<.0 1) and also shows difference(p<.05) in using positive adjectives.

Fifth, in using pictures, illustrations, maps, tables and figures, Pusan textbook(30,148㎠) uses more area than Kwangjoo textbook(26,938㎠). The former uses more area with pictures and illustrations, and the latter uses more area with maps. Both of them use equal area with tables and figures.

Sixth, both Pusan and Kwangjoo students show no differences in sex while locations of school show differences in degrees of interest. And, Pusan students show more interest in their regional living textbook than Kwangjoo students.

Seventh, Pusan female students show high achievement scores than male students, while there are no sex differences in Kwangjoo students. But, locations of school district show differences in achievement scores in both cities. There are no differences in achievement scores between Pusan and Kwangjoo students.

Eighth, Pusan parents didn 't show any differences in age and school locations, while Kwangjoo parents show differences on several items. Also, parents of the two cities show no differences in need about the regional living textbook.

One suggestion for follow up studies can be given. A device is needed to judge a degree of appropriateness of each picture, illustration, map, table, and figure even though each of them is related to the theme.