دراسة تحليلية لكتب العلوم بالمرحلتين المتوسطة و الثانوية بالمملكة العربية السعودية في ضوء مكونات التنور البيئي

الملخص EN

The purpose of this article was to examine the level of infusing the components of environmental literacy in the middle and high school science curriculum.

A content analysis approach was employed to extract the six environmental literacy components using a coding sheet.

Among these six components, the results showed that affective dispositions component was not given any attention in all analyzed science curriculum.

For the reaming, the results indicated that the most frequently components addressed in the middle school curriculum were as follows: the environmental skills was addressed most frequently by (246), followed by the environmental knowledge of ecology and Earth systems by (182), and then knowledge of environmental problems and issues by (93), and knowledge of socio-political and economic aspects by (39), and finally environmental behavior by (19).

In terms of the high school science curriculum, the results revealed that the most frequently component included was the environmental knowledge of ecology and Earth systems by (81), followed by knowledge of environmental problems and issues by (48), then environemntal skills by (18), and then knowledge of socio-political and economic aspects by (17), and finally environmental behavior that was addressed only once.