Evaluation of the Alignment of Geography Lessons in Second-Cycle Elementary Social Studies Textbooks with Environmental Education Standards

Document Type : Original Article

Authors

1 Associate Professor of Educational Sciences, Farhangian University, Tehran, Iran.

2 Curriculum Studies Department, Educational Research Major, Kharazmi University, Tehran, Iran

3 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.

10.48310/rsse.2025.20178.1285

Abstract

Background and Objectives: Environmental education plays a crucial role in shaping students’ attitudes, skills, and sustainable behaviors. Geography lessons in second-grade social studies textbooks serve as effective tools to achieve these objectives. Considering the importance of developing environmentally responsible citizens, it is essential to examine the extent to which environmental components are covered. This study aims to analyze the content of geography lessons and assess their alignment with environmental education standards. Methods: The study employed qualitative content analysis with a quantitative approach. Data analysis utilized Shannon’s entropy model, a scientific method for measuring the distribution and significance of concepts. Data were processed using R software, version 4.5.0. The population included all geography lessons in second-grade social studies textbooks, treated entirely as the research sample. Data collection relied on a specialized checklist designed by the researchers. Content validity was confirmed by eight experts, and reliability was ensured with Cohen’s Kappa index (0.82). Findings: Results revealed that environmental components were presented in a logical, stepwise manner. Water and soil received the most attention, while the biosphere and sound were less emphasized in lower grades. Correlation and entropy analyses indicated that the content is coherent and well-structured, gradually introducing students to complex environmental concepts. Conclusion: Geography lessons in second-grade social studies textbooks, through a gradual and coherent design, foster environmental knowledge, attitudes, and ecosystemic thinking skills. Greater focus on under epresented components could further enhance the effe ctiveness of environmental education, nurturing students into proactive and responsible environmental citizens.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 4
January 2026
Pages 41-68

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