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Department of Science Education, Gongju National University of Education, Chugnam 314-711, KoreaAbstract: The purpose of this study was to analyze the questions of earth science knowledge presented in elementaryscience textbooks. In group activities, The questions were created by preservice elementary teachers assuming that theywere teaching the earth science knowledge in science education classes at university of education. Types, frequencies, andsources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings.First, types, concentrations, and sources of the cognitive background knowledge of the questions were different dependingon the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questionsshowed different trends compared with other domains in its individual lessons. It suggests that instructional strategies thatreflected the difference found in each lessons be appropriately designed and used. Second, it was found that ‘schools’ wasthe most dominant sources of the cognitive background. ‘Friends’ were also found to be very important sources, thuspromoting students' interaction with their peers would become an important strategy in science teaching. It was also foundthat mass media such as ‘internet’ and ‘TV’ were roughly rated the same as ‘schools’ which illustrated that mass mediacould be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse inthe lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educationalapproach in teaching the subjects in teacher education.Keywords: earth science knowledge, questions, teacher education, elementary science textbooks:            .              .   ,             . ,     ,       .                    . ,    ‘’   , ‘’            . , ‘’ ‘TV’   ‘’

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An Analysis of Types, Frequencies, and Sources of Cognitive Backgrounds of the Preservice Teachers' Questions Related to Earth Science Knowledge Presented in Elementary Science Textbooks