Investigating the Position of Environmental Components in the Science Books of the Elementary Schools

One of the basic functions of education, especially the last two decades, according to Developments in global society is Environmental education. Due to the formation of human personality in childhood, the best age to develop a sense of responsibility towards the environment in primary school. Centralized system of education and Environmental education at primary school makes Attention to literature textbooks. Due to Relationship between Curricula science books and environmental issues and its impact on the life of learners, analyzing the lessons of these books has special importance. The aim of this study is to evaluate the position of the environmental parameters of science books in the elementary school. The study was conducted by descriptive index Shannon entropy. Statistical population is all of science books in primary school. Samples and population are the same. Analysis Unit is Total pages (text, questions, exercises and images). Results indicate that the most attention to environmental education component is for Fourth science books and the Lowest attention is for Second and fifth Sciences Books. Component environmental pollution in first science book, energy and food and saving and energy conservation in the second science book, Water and the Sea and energy and food in the third Science book, Saving and Energy Conservation in the fourth Science book, Soil and stones in the fifth Science book, saving and energy conservation in the sixth Science book have the most frequently. The most important factor in 6 elementary sciences textbook is the component of environmental pollution (0.219) and the lowest ratio of the component is Biosphere (0), respectively. Coefficients derived from the analysis of normalized data in 6 elementary school science book Show that environmental education components have no place in them. These results can be used to write new science books content of primary school.