The content analysis of elementary science curriculum from the point of view of environmental components

This study aimed to investigate the position of environmental education in elementary school science curriculum. To implement this research and with regard to the nature of topic and its objectives was used content analysis method. In this regard was coded the content of elementary school science textbooks with inductive method and based components of environmental education on the based Wisconsin model. The units record, were sentence, and image. In the coding process components of environmental education standards were based including: 1)questioning and analysis, 2)knowledge of environmental processes and systems, 3)environmental issue investigation skills, 4)decision and action skills and 5) personal and civic responsibility. Territory this study was all content elementary school science textbooks that was approved ministry of education and by office of planning and writing textbooks published and in the academic year 1389-1390 has been validated. To ensure of coding validity was used of the second assessor that was observed credit amount equal to 0/95. Findings showed that attention to environmental education, most has been focused on questioning and analysis and then respectively relevant to knowledge of environmental processes and systems, environmental issue investigation skills and personal and civic responsibility. This while that in studied textbooks has not been attention to education of decision and action skills. Also attention amount of textbooks to standards education respectively has been in science textbooks of fifth, fourth, third, first and second grade. Failure to use appropriate of sentences and images in proportion whit children grade that through comparing available situation of record units with professional priorities obtained is other findings this study.