1- PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran ,re.abbasi@iau.ir
3- Assistant Professor, Department of Educational Sciences & Psychology, Payame Noor University, Tehran, Iran
4- Department of Educational sciences, Mey.C., Islamic Azad Univercity, Meymeh, Iran
2- Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran ,
3- Assistant Professor, Department of Educational Sciences & Psychology, Payame Noor University, Tehran, Iran
4- Department of Educational sciences, Mey.C., Islamic Azad Univercity, Meymeh, Iran
Abstract: (16 Views)
Objective: This study aimed to analyze the content of second-cycle elementary science textbooks (Grades 4, 5, and 6) with respect to components of environmental behavior during the 2024-2025 academic year.
Methods: The study employed a qualitative content analysis approach. The statistical population consisted of all fourth-, fifth-, and sixth-grade elementary science textbooks. The sample included three science textbooks, one from each grade, which were purposefully selected for analysis. A content analysis checklist based on established components of environmental behavior was used to examine the frequency and importance of these components across the textbooks.
Results: The findings indicated that the components of education on green energy consumption and education on promoting environmental behavior received the highest level of emphasis, with an importance coefficient of 0.493. In contrast, components such as education on biodiversity conservation, positive interaction with nature, environmental responsibility, and environmental awareness and sensitivity received the lowest level of emphasis, with an importance coefficient of 0.000. These results suggest a stronger focus on renewable energy topics and practical environmental behaviors, particularly in the sixth-grade textbook. Additionally, in the fourth grade, the greatest emphasis was placed on education for sustainable resource consumption, while the least attention was given to green energy consumption and promotion of environmental behaviors.
Conclusions: Overall, the findings reveal an imbalance in the representation of environmental behavior components across elementary science textbooks, with greater emphasis on energy-related and practical behaviors and limited attention to ecological awareness and responsibility. Revising textbook content to provide a more comprehensive and balanced coverage of environmental behavior components is recommended to foster deeper environmental understanding and responsible attitudes among elementary school students.
Methods: The study employed a qualitative content analysis approach. The statistical population consisted of all fourth-, fifth-, and sixth-grade elementary science textbooks. The sample included three science textbooks, one from each grade, which were purposefully selected for analysis. A content analysis checklist based on established components of environmental behavior was used to examine the frequency and importance of these components across the textbooks.
Results: The findings indicated that the components of education on green energy consumption and education on promoting environmental behavior received the highest level of emphasis, with an importance coefficient of 0.493. In contrast, components such as education on biodiversity conservation, positive interaction with nature, environmental responsibility, and environmental awareness and sensitivity received the lowest level of emphasis, with an importance coefficient of 0.000. These results suggest a stronger focus on renewable energy topics and practical environmental behaviors, particularly in the sixth-grade textbook. Additionally, in the fourth grade, the greatest emphasis was placed on education for sustainable resource consumption, while the least attention was given to green energy consumption and promotion of environmental behaviors.
Conclusions: Overall, the findings reveal an imbalance in the representation of environmental behavior components across elementary science textbooks, with greater emphasis on energy-related and practical behaviors and limited attention to ecological awareness and responsibility. Revising textbook content to provide a more comprehensive and balanced coverage of environmental behavior components is recommended to foster deeper environmental understanding and responsible attitudes among elementary school students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/09/6 | Accepted: 2025/12/18
Received: 2025/09/6 | Accepted: 2025/12/18
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