تحليل محتوى كتاب علم الاحياء للصف الرابع العلمي في ضوء الاستهلاك الواعي

Abstract

This study aims to identify the extent to which the biology textbook for the fourth scientific grade incorporates issues related to conscious consumption. The researcher adopted the descriptive-analytical approach. The study population consisted of biology textbooks for the preparatory stage, with a focus on the biology textbook for the fourth scientific grade for the academic year (2025–2026), 14th edition.

To achieve the study objective, the researcher developed a research instrument represented by a content analysis criterion based on conscious consumption issues. This was accomplished through reviewing relevant literature and previous studies addressing conscious consumption, including studies by Mohammed (2023) and Shumaila Naz, Zhi-Cheng, & Ngun-Chung (2023). An open-ended questionnaire was also administered to a group of experts and specialists in life sciences teaching methods to propose the components of conscious consumption to be adopted in analyzing the textbook.

Based on expert input, seven key issues of conscious consumption were identified. Accordingly, the analysis criterion was constructed to include these seven domains: rationalizing water consumption, rationalizing energy consumption, rationalizing the use of minerals and geological resources, optimal use of medicines and dietary supplements, rationalizing food and beverage consumption, personal consumption, and electronic products. The criterion comprised a total of 67 indicators.

Face validity was established by presenting the instrument to a panel of experts in life sciences teaching methods, and necessary modifications were made to ensure its validity. The researcher then analyzed the content of the biology textbook using the “idea” as the unit of analysis, defined as a simple sentence or a concept, for which a quantitative count was conducted (Al-Assaf, 2006: 240).

To ensure the validity of the analysis, a sample of the analyzed material was reviewed by an expert in life sciences teaching methods. Reliability was calculated using both test–retest (intra-rater) and inter-rater methods, employing Holsti’s formula. The results indicated that the inclusion rate of conscious consumption issues in the textbook was (25.37%).

In light of these findings, the researcher recommends the inclusion of explicit and comprehensive content related to conscious consumption in the biology textbook. Furthermore, it is recommended to enhance students’ roles by fostering positive attitudes toward conscious behavior, thereby supporting sustainable decision-making regarding the environment.