مدى تضمن محتوى كتب العلوم المطورة بالمرحلة الابتدائية لمتطلبات الاستدامة البيئية
This study aimed to identify the extent to which the developed science textbooks content in the primary stage includes environmental sustainability requirements. Accordingly, the descriptive approach was used, a content analysis card was prepared as a data collection tool for analyze the developed science textbooks content of the primary stage, which included (9) fields and (83) indicators, and the study sample consisted of primary stage science textbooks from the first grade to the sixth one for both first and second semesters of the year 1439-1440 H. The study has reached a set of results, the most important of them were: the content of the developed science textbooks at the primary stage included both fields of the sustainable environmental awareness and the proper management of non-renewable and alternative energy in detail, while it was briefly addressed to many fields, including the sustainability of air quality, the sustainability of water resources, the sustainability of validity soil, the waste and hazardous materials management, the biodiversity sustainability, the sustainability of eco-tourism and the environmental sustainability. Also, it was found that the developed science curriculum content in the primary stage did not address the field of sustainability of marine environment. In the light of these results, the suggested proposal for the developed science curricula content for all primary stage grades was prepared. The study was recommended that the requirements which are not addressed be included, and taking into account the balance in the inclusion of proposed requirements for the environmental sustainability in all primary stage grades. (Published abstract)