Do We Teach Environmental Education The Way We Should? A Critical Discourse Analysis (CDA) of Science Subject Text Books

Abstract

Abstract Environmental education (EE) plays a crucial role in fostering environmental literacy among students, yet its representation in science text books published by the Sindh Text Book Board (STBB) needs critical examination. This research critically analyzes the presence and frequency of EE-related content in selected text books across different grade levels through CDA approach. The study highlights the traditional theoretical approach prevalent in science text books, which often lacks practicality and problem-solving elements, and neglects to incorporate regional environmental diversity and local scientific discoveries. EE encompasses various scientific concepts such as climate, biodiversity, and sustainability, aiming to instill in individuals the ability to explore environmental issues and engage in problem-solving for environmental improvement. However, the current curriculum falls short in providing a comprehensive understanding of environmental issues and developing necessary skills for environmental stewardship. The context of the study focuses on Sindh, Pakistan which boasts diverse geographical features, wildlife, and climatic conditions. However, despite its ecological richness, Sindh faces challenges such as endangered species, climate change, and a lack of proper environmental education. The study draws attention to the need for immediate action and viable solutions to preserve Sindh's biodiversity. Data collection involved analyzing nine science textbooks and conducting interviews with science teachers, students, and community members to gather insights into the representation of EE. Findings indicate a minimal integration of EE into the science curriculum, with only a few units or chapters dedicated to environmental topics across different grade levels. The paper concludes with a discussion on the discourse surrounding EE in science text books and proposes recommendations for enhancing environmental education delivery in schools. This research also contributes to the ongoing dialogue on the importance of EE and its integration into educational policies and practices.