• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.347-357
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• 2014

The purpose of this research is to examine the current state of inserting illustrations in science textbooks under the 7th Revised Educational Curriculum which is currently enforced in all grades of elementary schools, and to compare and analyze the external and internal differences in illustrations in science textbooks of elementary schools in Tanzania and Korea to present desirable direction of producing illustrations. There are not only some differences in rate of the kinds and role of the illustrations in grades, but also in both countries. In Korea textbooks, Photographs were mainly used to guide the students into experiments and to train the students in analyzing and interpreting data. In contrast, the Tanzania textbooks place more emphasis on pictures to enhance their interests and curiosity and understand. The Korea textbooks have to place more various illustrations instead of photos but the Tanzania textbooks should place more photos. As a result the addition of more diverse forms of illustrations and the re-organization of illustrations according to the topic should be considersd in future Korea and Tanzania textbooks.