Science vocabulary in science textbooks is the important representation of scientific concepts, however it also frequently makes students fail to understand. Therefore, this study aimed to explore the differences of science vocabulary among the primary and middle school science textbooks from the aspects of type, token, lexical diversity, lexical density, common vocabulary, and unique vocabulary through the corpus-based analysis. The results showed that the science vocabulary significantly distributed in middle school science textbooks, which would cause a heavy burden of scientific conceptual understanding for middle school students. The lexical diversity and lexical density in science textbooks were similar, which indicated the content of science textbooks was highly homogenous. Additionally, the common and unique science vocabulary had been presented to provide teachers as a reference for science vocabulary teaching. Finally, the study suggested that science textbook writers should appropriately deploy science vocabulary in each learning stage and increase the content diversity of science textbooks. Teachers should pay more attention to students’ conceptual understanding of science vocabulary in science teaching.

　　Textbooks play a crucial role in science learning and teaching. Research has demonstrated that students’ construction of scientific models would be facilitated via scientific modeling. If science textbooks present the complete process of scientific modeling, students would understand scientific modeling considerably more easily. This study employed the content analysis method to examine the conceptual model of chemical equilibrium that is based on a fourstage scientific modeling process—with the four stages being model development, model validity, model deployment, and model reconstruction—for 15 versions of science textbooks used between 1968 and 2019. Results highlighted that most versions focus on the model development and model validity stages; only a few versions presented detail on the model deployment and model reconstruction stages. On the basis of the findings, the author suggests that textbooks should not only provide students with the complete process of scientific modeling but should also anchor a context as a link between science and daily life.

　　This study employed document analysis to investigate the mathematics ability of students who received the mathematics curricula based on the Guidelines for the Grade 1-9 Curriculum. The focus was on spatial measurements examined by using two large-scale assessments of mathematics ability in elementary school students; the assessments were held from 2006 to 2018 in Taiwan. Moreover, content analysis was conducted for analyzing types of mathematical problems provided in the units of area and volume measurement of mathematics textbooks. The results demonstrated that elementary school students were weak in the areas of area and volume measurements and measurement estimation. Students’ ability to solve the type of problems that demanded problem-solving competence was poorer than their ability to solve problems that required conceptual understanding or procedural process skills. Although the textbook units provided sufficient figures and representations for illustrations, they contained more problems demanding conceptual understanding and procedural process skills than problems demanding problem-solving competence. To develop students’ knowledge of spatial measurement and improve their problem-solving competence, suggestions on spatial measurements are provided for future textbook development on the basis of the results.

　　Many countries have realized the importance of educational imagination and foresight and have accordingly modified their curriculum guidelines or policies of education reform. Furthermore, the Taiwanese Government has attempted to incorporate foresight into the Curriculum Guidelines of 12-Year Basic Education. To respond to this trend, this research constructed the thematic axis and core concepts of the learning content of the Civic Foresight Curriculum through a literature review, focus groups, and interviews. Four thematic axes and twelve core concepts of the Civic Foresight Curriculum were constructed. This research is expected to attract the attention of the academic community and serve as a basis for formulating a new round of curriculum guidelines. Furthermore, it may pave the way for promoting civic foresight and curriculum.