This study analyzed the presentation patterns of marine and terrestrial organisms represented in the 2022 revised Korean elementary school science textbooks, focusing on grades 3–4. Analysis of the nouns referring to organisms revealed a significant imbalance, with terrestrial organisms appearing approximately 3.7 times more frequently than marine organisms. A significant gap in species diversity was identified as well, indicating that students have considerably fewer opportunities to encounter marine organisms compared to terrestrial organisms. Notably, the 2022 revised science curriculum does not specify any particular ratio or emphasis between marine and terrestrial organisms, suggesting that this imbalance reflects tendencies in the textbook authoring process rather than curricular constraints. While terrestrial organisms were integrated across all learning contexts, including concept explanation, habitat description, and observation and activity-based learning, marine organisms were primarily limited to habitat descriptions, with few hands-on or exploratory learning experiences. This imbalance may hinder students from understanding ecological relationships and the importance of marine biodiversity. To achieve balance in biodiversity education, it is crucial to expand marine-related content in textbooks and develop digital-based educational materials, including virtual field trips, interactive simulations, and multimedia resources, to increase opportunities for students' direct experiences with marine environments. Furthermore, the inclusion of marine organisms across diverse learning contexts should be emphasized to foster a sustainable attitude toward both marine and terrestrial ecosystems.
Song et al. (Tue,) studied this question.