The curriculum is a blueprint for suggesting the direction of elementary and secondary education and forms the basis for school education practice. Science inquiry, a scientific method, is being emphasized not only in Korea but also in international science education reform, including the revision of the curriculum. In the 2015 revised national science curriculum, inquiry activities that must be carried out in the unit to teach science content are presented as inquiry activities, which are specific task forms. Textbooks, which are materials for implementing the curriculum, contain inquiry activities presented in the curriculum. As inquiry activities are emphasized in science subjects, analysis on textbook inquiry activities has been conducted steadily, but discussions and research have not been conducted on how much inquiry activities presented in the curriculum cover the text of textbook units.
Therefore, this study analyzed the connection between the inquiry activities presented in the curriculum and the text of the unit body to find out whether the inquiry activities presented in Life Science I and Life Science II of the 2015 revised National Science curriculum are appropriate. For this purpose, three textbooks were selected among the Life Science I and Life Science II certified textbooks of the 2015 revised National Science curriculum and analyzed using the language network analysis method.
As a result, it was concluded that ''inquiry activities presented in the 2015 revised National Science curriculum Life Science I and Life Science II need to be supplemented''. The rationale for this is as follows. First, In some chapters of Life Science I and Life Science II, inquiry activities are not presented. Second, there was a result of the analysis of the connection network in which the concept did not appear in the text of the textbook but appeared only in the inquiry activities. Third, there was a result of connection network analysis in which no concept appeared in the inquiry activities, but many concepts appeared only in the text of the textbook.
Based on the research results, it is necessary to consider the chapter when presenting inquiry activities in the curriculum. In addition, content related to social issues or real life should be added to the text of the textbook. Furthermore, it is hoped that this will lead to further research on the level of understanding of students caused by the difference in concepts that connect the inquiry activity and the text.