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An Analysis of Diversity Within‘Social Studies’Textbooks for Elementary School Students: Focusing on Economic Units

This study analyzed how diversified elementary ‘Social Studies’ textbooks have become due to changes in the textbook publication system. As a result of the analysis, there were hardly any differences between textbooks in the name of the sub-unit, the material of the activity, and the direction of the special page that each textbook could reveal their individuality. The reasons for the lack of diversity among textbooks can be found in consideration of screening criteria for admission, lack of experience, and the existence of national textbooks developed according to the same curriculum. Nevertheless, it was possible to confirm the diversity reflecting the developer's field class experience in the development of the sub-topic, the description of the content, and the subject and material of the special page, which can be interpreted as the fact that the teacher writers fully expressed their competence as class experts. It is true that there was a lot of disappointment at the diversity among textbooks as the expectations were high at the school site, but it was clear that efforts were made for diversity in the textbook development process, and it was confirmed that the driving force for diversity was the overall professionalism of teachers.