The purpose of this study is to provide essential resources for teaching construction technology by comparing and analyzing construction technology units in middle school Technology and Home-economics textbooks based on the 2022 revised curriculum. Ten textbooks containing such units were analyzed, focusing on unit structure and detailed content elements. First, the analysis of unit composition revealed variations depending on the educational focus and values of each publisher. While previous editions included the construction unit only in Volume 1, some new textbooks included it in Volume 2, with diverse unit titles. In some cases, the unit was combined under broader themes like sustainable technology or convergence with ICT and electronics. The number of sub-units varied significantly, ranging from 1 to 3 middle units and 0 to 8 sub-units. Second, the analysis of content elements showed that, despite differences in the placement and type of motivational materials, most textbooks included thinking-centered activities such as prediction, research, and discussion. Many also introduced examples of innovative construction technology. Although detailed approaches differed, most textbooks addressed sustainable structures through problem-solving tasks and offered various experiential activities encouraging making, thinking, discussion, and investigation. These findings highlight the need to recognize textbook differences when reconstructing curricula and selecting appropriate teaching materials. It is also suggested that future textbook development should further reflect core directions of the 2022 curriculum-such as digital and AI literacy, creativity, and sustainability-by offering diverse topics and activity-based content to nurture future competencies.
Jeong et al. (Sun,) studied this question.
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