Abstract
The teaching contents of junior high school science and technology textbooks, which were published based on the current and past curriculum design, were analyzed and compared, and tasks for curriculum design for developing scientific and technology literacy were investigated. The results show that teaching contents that are related to science in the current technology textbook increased, whereas the total teaching contents decreased in comparison with the past, while the relative teaching contents of science textbooks increased, as the total contents of science increased. The relevance of the teaching contents was also recognized in the increase of the fields contained in the textbooks; the increasing tendency was especially remarkable in the textbooks published in 2012 corresponding to the current curriculum. Furthermore, the analyzed features showed that the teaching contents related to technology in the science textbooks increased in two steps from basic to applied, owing to curriculum revision from past to current. From above results, tasks for developing scientific and technology literacy consist of considering the direction of the science and technology curriculum design, and investigating the unique aspects of the teaching contents.
