Analysis of Elementary School Teachers’ Usage and Demands of Practical Arts Textbooks

This study was conducted to analyze the use of elementary school classrooms and textbooks developed by the 2015 revised curriculum and the needs of elementary school teachers for efficient textbook utilization. To achieve the purpose of the study, a survey was conducted targeting elementary school teachers who had experience teaching practical arts subjects using practical arts textbooks, and a total of 221 responses were finally analyzed. The collected quantitative data were subjected to frequency analysis and cross-tabulation to derive the results. From the results, it was revealed that there was a difference in the frequency of use of classroom textbooks according to the gender, teaching experience, school size, and classroom experience of elementary school teachers. In addition, “dietary life” and “software” were the areas with the highest utilization in elementary practical arts textbooks. Moreover, the elementary school teachers displayed a high use of materials other than textbooks in practical arts classes, reflecting that classes using materials other than textbooks could be conducted more efficiently. Finally, the results revealed that teachers had a high demand for developing and providing various supplementary materials to increase the utilization of practical arts textbooks. Based on these results, it will be necessary to develop textbooks with increased practical usability by synthesizing the actual use and demands of the field to develop textbooks for the 2022 revised curriculum.