The purpose of this study is to compare and analyze definitions, illustrations, and experiments in 6
kinds of science books from the 10th-11th grade covering 'adiabatic change' and to suggest coherent
and effective contents and frame of a earth science book. There are 3 persons involved for this
research. Hence, the researcher decided the research questions as follows; Are the definitions in the
science books separately presented to help understand 'adiabatic change' ?''Are the illustrations in the
earth science books separately presented to help understand 'adiabatic change'?', Can students understand
'adiabatic change' through the experiments in the earth science books?', 'Do definitions, illustrations, and
experiments of those earth science books consistently explain 'adiabatic change' in this study. Only
contents unanimously agreed upon by all participants were reflected in the results. The research results
are as follows. First, the definitions of the earth science books concerning the 'adiabatic change' is not
described clearly. In addition, they don't give clear and detailed explanations for 'adiabatic change'.
Secondly, some of the earth science books are not illustrated the 'adiabatic change' properly. Third,
some of the books are not demonstrated correctly the experiment regarding 'adiabatic change'. Fourth,
definitions, illustrations, and experiments in the earth science book don't coherently explain 'adiabatic
change' . In addition, it is confirmed through the process of the result analysis that the described
content in the science curriculum is not well constructed or logical.
