Abstract

Science textbooks are a source of basic information in science class, but the textbooks have limitations that it is difficult to deal with convergent problem-solving or scientific attitudes. Reading materials in textbooks have the potential to be a solution to the limitations of the textbooks. In this study, reading materials of seven kinds of high school science textbooks in 2009 revised curriculum were classified into eight types according to the content types and contents of reading materials were analyzed. In order to investigate the needs of students and teachers for reading textbooks, we conducted questionnaires on 200 first-year high school students and 30 high school teachers in Jeollabuk-do province. As a result of analyzing the types of reading materials, ‘progress of science’ (26.3%) is the largest proportion, and reading materials of textbooks reflect the goal of high school science curriculum, but ‘intensification’ (20.8%) copies textbookⅠand Ⅱ which are very different from the goal of curriculum, which is not good for students in grade 10 of high schools to learn. As a result of analyzing the needs of students and teachers, students stayed on neutral ground about the needs of reading materials and teachers showed a positive perception. On the other hand, students were more aware of the intellectual and affective effects of reading materials than teachers Respectively.