تحليل محتوى كتب علم الاحياء للمرحلة المتوسطة وفق المدافعة البيئية

الملخص EN

The current research aims to: 1-To know what is included in the biology books for the intermediate stage of environmental advocacy? To achieve the first goal, the researchers prepared a list of the dimensions of environmental advocacy by presenting an open questionnaire to experts specialized in the environment and pollution and in the field of science teaching methods, and reviewing studies and books that dealt with environmental advocacy and the environment in particular, where a list of the dimensions of environmental advocacy was reached in its initial form and for To verify its authenticity, it was presented to a group of arbitrators specialized in the environment and pollution, curricula and teaching methods, and some subject supervisors and teachers, and thus the list was formed in its final form from five dimensions, namely (preserving natural biodiversity, preserving the environment for sustainability, solving environmental problems, Good environmental governance, desire to participate in environmental decision-making) and (66) paragraphs emerged from it.

The stability of the analysis was calculated in agreement with external analysts, and with the researcher himself.

Among the findings of the study are: 1- Biology books in the middle school focused on the dimensions of environmental advocacy at a very low level compared to the spoken ratio that the researcher relied on according to the opinions of experts, which is (70%) 2-The science book, part one for the second intermediate grade, is more concerned with the dimensions of environmental advocacy than the science book, part two for the first intermediate grade, and the book of human biology and his health for the third intermediate grade.

3-He ranked first after preserving the natural biodiversity in the science book, the first part of the second grade average, and after the desire to participate in environmental decision-making in the biology book (Human and his health) for the third grade average, while after rational environmental governance it did not achieve any recurrence.

In light of the findings of the study, the researcher came up with several recommendations and suggestions.