تحلیل محتوا

Human life has been dependent on nature throughout history and human has had a peaceful relationship with the nature as an element of it. Therefore, technological developments, population growth, and the change of lifestyles, and the expansion of human needs paved the way for human domination in nature.So, the irresponsible actions of human have directed the public attention to it worriedly and "human and environment" issue has been one of the global vital problems. Iran has also encountered various problems of environment because of growing population and being affected by the aforementioned developments. In fact, the human has been both the victim and cause of environment destruction as this period is called the period of environmental crisis. But environmental illiteracy further aggravates this crisis.Thus, most countries of the world (included Iran) have provided the environmental education in formal and informal education and they have considered the environmental education in their syllabus (curriculum). In Iran, material design under the name of "human and the environment" has been done for this purpose.The textbook "human and the environment" is a common subject for all the fields of study of senior high school that based on the general approach of the national curriculum of Islamic Republic of Iran placed in educational system of the country as an independent subject for the first time since 2019.This textbook tries to provide the essential information at seven important areas of environmental education (including water, soil, energy, dirt, biodiversity and tourism), meanwhile it suggests wider ways for activating humans in preserving the environment. To achieve these goals, various texts, illustrations, graphs and activities (practices) have been used.One of the most efficient ways to study the context and degree of achievement of educational goals is the analysis of textbooks' contents. This analysis helps to practical reviews of concepts, principles, attitudes, beliefs, and all components presented in the form oftextbooks being compared and evaluated with curriculum purposes. The present study was done to analyze and evaluate the aims of textbook "human and the environment" and to measure the efficiency and effectiveness of the texts, illustrations and activities of this lesson. And the first question was:Do the contents of textbook "human and environment" will actively engage the student and the reader with training and learning of environmental lessons?

The method of the Research:

The methodological approach of this research is critical and its purpose is applied. The statistical population are visual and written contents of the textbook "human and the environment" of the senior high school (2023). The study of all contents of the textbook is corresponded to the statistical population and the sampling was avoided. The used method is content analysis. The tool of the study is William Romey's evaluation categorization checklist. William Romey by using the quantitative approach in content analysis has considered the objective and systematic description of the content and goes through the following steps:1. Setting the goals 2. Sampling 3. Encoding 4. Classifying categories 5. Objective assessment of categories This process leads the researcher to the question "Do the textbook and the intended content actively engage the students with the training and learning'? By studying every lesson, paragraph or illustration, as the meaningful evidence and documents related to Romey' evaluation categories were seen, the related code in designed checklist was recorded and according to the frequencies, all contents of the book were analyzed. The content validity measurement of the tool was of a formal type and to measure the reliability of the tool, the concurrent reliability of multiple analysts were also used. Researchers as encoders encoded twenty percent of the content with time interval of 20 days twice and delivered to the analysts to measure the consensus between encoding. The consensus coefficient of analysts was determined 92 percent that indicates the reliability of the tool.

Active, inactive, neutral categories in texts, illustration, graphs, questions, and practices (exercises) of the textbook were considered as elements and units of analysis. In active categories, students are engaged in learning and teaching activities. But, in inactive categories, students aren’t literally involved in science activities. The engagement coefficient of each category of the contents of "human and environment" was achieved by William Romey Formula (by dividing the sum of active categories to inactive categories).The engagement coefficient of the student with the content is a number which shows the activity rate of the content. The number may ranges from zero to infinite. However, according to Wiliam Romey, a textbook is active when its engagement coefficient is between 0.4 and 1.5. If engagement coefficient is less than 0.4, it indicates that the textbook presents only academic knowledge and the learners are expected to memorize it. The engagement coefficient over 1.5 also represents the textbook that every sentence, illustration or questionmakes the student to be active and analyze the content. Such books don’t provide assumptions or academic knowledge for the students and have anticipated plenty of activities.The engagement coefficient of the text was 0.05 that was less than 0.4 and shows the frequency dominations of verbal sentences to conceptual sentences. This point also suggests that the book mainly focuses on academic knowledge and the learners are expected to memorize it.The engagement coefficient for the illustrations and graphs of the study was 0.14 that is less than 0.4 and shows the images were mostly descriptive and didn’t make the learners active.The frequency of active and inactive categories in questions and practices of the textbook "human and environment" was attained and inserted at table 5. The engagement coefficient of this index was 5.32 which is more than the range 0.5- 1.5. Such a coefficient indicates that the textbook makes the students to analyze and do some exercises and answer the questions. This requires the students to think about activities and do research.The calculation of above three coefficients shows 1.83 in the following formula.The engagement coefficient = (the sum of coefficients of text, illustrations and questions)

The main purpose of this study was presenting a real and objective example of determining mental engagement coefficient of textbooks by using William Romey Model that teachers should consider the amount of attention to active and inactive categories in teaching process.Undoubtedly, accumulation of facts and concepts of academic knowledge in the content of the text book turns it into memorization form that students aren’t interested in. The results of the research show the accumulation, especially in text and illustration of textbook "human and environment" of 11th grade in senior high school. Generally, inactive aspects of learning predominate in active aspects of learning in this book and active categories in the text and images of the book have less frequency.Therefore, the future editions of the book should take into consideration the issues raised and to achieve lesson objectives (that is education of a generation who is aware, responsible, active and hopeful for the future), and suggests education (training) and culture of environment preservation. Since the adverse effects of humans on the environment and life threat have been revealed more than before, undoubtedly responsible actions in environmental crises will be accomplished by educating an informed generation. The awareness- raising is more effective at schools than any other time and the text book "human and the environment" with appropriate titles has a greater role in this field.

Environmental education is one of the major concerns of environmental activists. Education is therefore important because it encourages desirable behaviors and increases the awareness of people in society. In the meantime, environmental education refers to the creation of harmonious and compatible behavior patterns with nature and understanding the relationship between man and his environment. In environmental education, it is necessary to bring children to a level where they can think well, see problems and issues and find solutions for them. In order to reach such a position, it is necessary to consider four important principles: 1) sensitizing children to the issues around them, 2) creating motivation to solve problems, 3) teaching critical thinking, 4) finding solutions in the education process. On the other hand, environmental education is considered a way to create and acquire environmental literacy. Environmental literacy means knowing environmental patterns and processes. In this context, there is a codified environmental education program under the title "Children's Place in the Environment" (ACPE) curriculum, which has six units. This program provides basic elements about the environment for teachers to teach students. The first unit includes respect for living organisms, the second unit is to preserve the soil, the third unit is to protect and renew the ecosystem, the fourth unit is to protect aquatic animals and plants, the fifth unit is to preserve natural resources, and the sixth unit is to achieve a sustainable society. The review of theoretical literature and previous research shows that the studies conducted so far did not analyze the content of the first and second year textbooks on a case-by-case basis, and each from a specific perspective with the aim of promoting biological literacy and paying attention to the environmental patterns of teaching. Examined the general this research, by examining previous studies and analyzing them, tries to examine and analyze the contents of the first and second year primary school textbooks from the perspective of environmental education.

In this research, the books of the first and second year of primary school have been examined based on the approach of environmental education and with the method of content analysis. The first year of primary school has five textbooks; let’s write Farsi, read Farsi, experimental sciences, mathematics and teaching Quran, which is also added in the second year of elementary school. In this research, the analyzed society is the textbooks of the first and second year of elementary school, compiled in 2010, which are all counted. The unit of analysis is images and written text. The reason for choosing textbooks is that textbooks are the most important and widely used educational media used in the education system. This educational medium has a more fundamental role in countries with a more centralized system and facilitates the learning process.

In order to answer the research question, all the books were analyzed and pictures and texts related to the environment were recorded. Surveys showed that topics related to the environment are mainly limited to introducing animals, elements of nature, introducing plants, referring to the beauty of nature, expressing feelings towards nature, referring to natural foods and enjoying nature. be On the other hand, educational sentences are very few and do not stand out significantly. The findings of the research show that in the textbooks of the first year, the names and images of animals are the most frequent, so that 239 cases in the three books "Let's write Persian", "Read Persian" and "Experimental science" were about animals. 95 items were dedicated to the names and images of plants, and the sky and its elements and water, river and sea were also discussed from the aspect of introduction. In the math book, there are 31 pictures of animals for teaching addition or subtraction, 30 pictures of flowers and plants, 18 pictures of fruits and 3 pictures of life in the village. In the books of the second grade of primary school, the situation is somewhat different. Because unlike the books of the first year, which mostly introduce animals, plants or single words, in the books of the second year, the child is faced with coherent texts that intend to convey a message. Names and images of animals, names of fruits, introducing elements of nature, referring to the beauty of nature and giving importance to green spaces are such. The general content of the second Farsi book, read and write, is similar to writing. Enjoying nature, pictures of nature, animal life in the forest, pictures of butterflies, ants or the relationship between flowers and butterflies, learning words related to nature such as mountain, sea and forest, taking care of trees, branches and flowers, helping Animals, description of water and its sound, description of rainbow and presenting an image of happiness of parents in the heart of nature next to a river are the general concepts presented in the book. Key sentences are mainly mentioned in the science book of the second year of primary school. At the beginning of the book, the introduction of animals and their habitats is illustrated, and in one section, the topics of land and soil are mentioned. The contents related to land and soil are somewhat compatible with the objectives of the "Children's Place in the Environment" curriculum. In the second grade book of Heavenly Gifts, nature is mentioned as a heavenly gift that children are happy to have. In this book, there are beautiful pictures of flowers and plants, trees, forests, insects, clouds, and the sky, which give students a good feeling.

In the reviewed books, the creation and strengthening of a supportive attitude towards the environment has been brought up in an emotional way, and the beauty of nature has been mentioned in several cases. While not much attention has been paid to how to deal with the environment, and environmental issues, how to deal with them, creating sensitivity towards the surrounding environment, increasing the skill of recognizing issues and participating in solving environmental issues are at a very low level. are located In general, it can be said that the goals of environmental education, such as creating sensitivity towards the environment, creating participation in the improvement and preservation of the environment, the ability to identify and solve environmental problems, have not been realized in these books, and only superficial content has been presented. Enough of the environment and its issues. However, awareness of the elements of the environment and nature has been addressed to some extent. But it seems that the introduction of elements of nature does not necessarily lead to correct behavior and dealing with nature, and the analyzed books do not have the ability to motivate and think critically among students.

The aim of the present research was to investigate and analyze the content of the biological sciences section of experimental science books of the second elementary school based on William Rumi's content analysis model in the academic year of 1401-1402 in three components: "Text", "Image" and "Question" The statistical population of the research includes the content of the biological sciences section of experimental science books of the fourth, fifth and sixth grades of elementary school. The research method is of an analytical type and to check the data and information appropriate methods of descriptive statistics such as frequency, percentage and calculation of the engagement coefficient in each grade for text, questions, and images and then calculating the engagement coefficient of students with the whole Text, pictures and questions are used. Based on the findings of the research, the learner's engagement coefficient in the sections of text, images and questions in second year science books was 0.72, 0.73 and 0.60, respectively. These results show that based on William Rumi's model, the content of these books is active in all three sections: text, images and questions.

The research purpose is to determine the adaptation degree of the content of the biology book based on Guilford's creativity factors. The method is a descriptive-survey type of content analysis. The statistical papulation is the 11th grade biology book and the study sample is the book botanical content. The research tool is the content analysis form by the researcher according to Guilford's model of creativity factors. A four-stage coding scheme was used for content analysis. In the first stage, the content was divided into four parts (text, assignments and activities, pictures and tables). In the second, Guilford's four categories of creativity, including cognitive memory, convergent thinking, divergent thinking, and evaluative thinking, were defined. at Third, the units were matched with the desired classes and recorded in the relevant tables. at fourth, units at different levels of creativity were identified and counted. validity of the research tool was calculated based on the opinions of education experts and the reliability was calculated with the Holstein formula (0.91). The results showed more attention was paid to cognitive memory and convergent thinking levels in the studied sample, while the contents of divergent thinking content were at appropriate level and evaluative content was at a low level. Although the content dedicated to memory-cognitive thinking and convergent thinking has a higher level, the level of divergent content in new books has also grown appropriately and provides creativity. it seems necessary to pay attention to divergent thinking and evaluative thinking in preparing the contents of this section.

The content of the textbook determines the level of student activity. On the other hand, the content design of the book should be commensurate with the learner's abilities. Content analysis of agricultural curriculum resources in professional technical fields and professions has been neglected despite the urgent need for dynamic and attractive content. Therefore, the aim of the present study is to analyze the content of the text, images and questions of the tenth basic biology textbook of 2021, common among 38 sub-disciplines of professional and vocational technical branches, based on the active-inactive model of William Rumi. The research method was descriptive and the study method was quantitative content analysis. To examine the data and information, appropriate methods of descriptive statistics (frequency and frequency percentage) and calculation of conflict index based on William Rumi's formula were used. Based on the research findings, the learner engagement index in the sections of text, images and questions were 0.034, 0.08 and 5, respectively. The results show that the book is inactive in all three categories of text, images and questions.

The purpose of this study is to analyze the content of experimental science textbooks of the second period in terms of attention to health dimensions and environmental problems. For this purpose, three volumes of experimental science textbooks of the second elementary school were examined by content analysis method. This study uses a content analysis checklist tool that has four main components (physical, spiritual, mental and social health) and 36 sub-components on health dimensions and four main components on the environment (environmental problems of water, air). Soil and sound) and 24 sub-components, have been investigated and its reliability is 90%. Findings show that about the dimensions of health in the textbooks of experimental sciences in elementary school, more attention has been paid to the physical dimension and less to the spiritual dimension. Also in the experimental science textbooks of the elementary school in the field of environmental problems, the most attention was paid to the soil problem and the least attention was paid to acoustic problems. The results of data analysis showed that the books of experimental sciences of the second elementary school in the field of attention to each of the components of the dimensions of health, paid more attention to physical health and social health, and in contrast to the components of mental health and Spiritual is less paid. Also, in the field of teaching environmental components, these books have paid more attention to the components related to air and soil and less to the components of water and sound..

The purpose of the present study was to analyze the content of human and environmental textbooks of the eleventh grade of secondary school. In this study, the content analysis method with Shannon entropy technique was used. The statistical population of the study consisted of the content of the human and environmental textbook with 115 pages, including 7 sections. The results showed that highest unit was assigned to soil index and the lowest one was for biodiversity index. The highest importance factor in water component was water management index and the least water quality decline, the highest importance factor in soil component related to soil conservation index and the lowest food security. the highest importance factor in air component related to air pollution index and the least human factors, the highest importance factor in energy component related to fossil fuel index and the lowest Clean energy and green fuels, the highest importance factor in the waste component related to the recycling index and the lowest waste accumulation and incineration, and the highest importance factor in the waste component related to the index Biodiversity and least waste The importance of conservation strategies index, respectively.

The evolution of the educational system is equivalent to the transformation of the country's human resources and future construction. One of the most important and fundamental elements of any educational system is the textbook, and the improvement of this sector will lead to important changes in society and extensive change in learning. In this study, the twelfth grade biology textbook of the second year of high school in the field of experimental sciences in 1398 was examined according to the active-passive pattern of William Rumi. The research method is content analysis. The Statistical Society of Research is the twelfth grade biology textbook for the second year of high school in the field of experimental sciences in 1398. According to the research findings, the learner's coefficient of conflict in the text and image sections was 0.30 and 0.988, respectively. The results show that the book is inactive in text and image sections.Being active means that the student is involved in the learning process; A power that is not seen in passive education.

The purpose of this study is to analyze the content of the chapters related to the biology section in the experimental science textbooks of the Junior high school based on Merrill's educational goals. The present research is applied and its research method is descriptive and content analysis. The statistical population in this research is the seventh, eighth and ninth grade science textbooks published in 2019. The results show that the share of the biology section in the science textbooks of the Junior high school is 32% of the total pages of these books, which is acceptable compared to other sections. In the case of thematic components, the most common components were first the concepts component, then the facts component, then the method component, and finally the principles and rules component, which seems to be acceptable given the nature of the biology course. In the type of performance, the content of science books in the biology section is designed more with the aim of creating levels of memory function and application performance, and the function of discovery and innovation, which according to the goals of biology education and science education in general should be considered more than all functions, has received less attention and emphasis.

In this study, using content analysis, we attempted to analyze the environmental threats and opportunities of modern biotechnology . Inductive content analysis was used in this study. That is, concepts related to the environmental threats and opportunities of modern biotechnology were extracted in an emerging way, without regard to default or even existing themes in prior literature. Semi-structured interviews with 37 agricultural experts using snowball sampling were used to collect data. Environmental Opportunities for Modern Biotechnology From the perspective of agricultural experts, the following topics were: "Reducing environmental pollution and no environmental hazards", "Confirming the environmental safety of modern biotech products with reliable scientific resources and expert opinion" and "Improving Environment with Modern Biotechnology". Concerning the environmental threats of modern biotechnology from the perspective of agricultural experts, the topics included: "the risks of horizontal gene transfer and the lack of evidence that assumptions about new biotechnology are correct", "the probabilities and precautions in Modern Biotechnology »and" Concerns, Risks, and Ethical Issues of Modern Biotechnology". Agricultural experts' views on the effects of modern biotechnology products were on two themes: "environmental protection" and "environmental degradation".

This research has done with the purpose of content analyzing of 10th grade biology book in high school based on Flesch, Mcloughlin and Close methods that had published by 2018. This research is practical and is based on Content analyze method, and for Close analyzing a random sample of 21 students in district 4 of education department of Shiraz ,10th grade have been asked for collecting data. Random checking of some parts by Flesch index indicated contents of chapter 1 and 5 is difficult and content of chapter 3 is so difficult. Also base on Mcloughlin index data shows two-third of chapters that have been chosen random are suitable for 11th grade and one- third else are appropriate for 10th grade. The rate of answering to Cloze questionnaire by students prove that students of 10th grade tolerate high psychological burden and the content should have been reviewed.

The purpose of this study was to analyze the content of the Biology textbook of Eleventh Grade (1398), in senior High school, Experimental Sciences, Based on William Romei’s Method. The research method was descriptive and quantitative content analysis. Data were analyzed using descriptive statistics (frequency, percentage and mean) and calculation of conflict coefficient based on William Romeian formula. Based on the findings of the study, the coefficient of learner engagement in each of the sections: text, images, questions, and laboratory activities was 0.08, 0.37, 1.35 and 0.08, respectively. Also the coefficient of learner involvement in the textual part of the plant part of the book was 0.12 and in the animal part of the book was 0.08. The results indicate that the book is active in the questions section and inactive in the text, images, and laboratory sections. Also, the comparison between the content of the text of the animal section and the text of the plant section shows that in both sections, the text of the book is written inactive and the level of inactivity in animal topics is higher.

The present study intends depicting of the future sight of Iranian sturgeon relying on economic utilization. This crucial issue would be necessary to rehabilitate the vanishing stocks of these species in the Caspian Sea and Iranian caviar brand around the world. To achieve this goal, a semi-structured interview was conducted with 20 managers and experts of the specialized agricultural service company at different levels were selected by a targeted method with a maximum difference in their overview. Then, the questionnaire of designing model was implemented. Furthermore, the documents and resources related to sturgeon and caviar, the websites of the Iranian fisheries organization and the specialized agricultural services company was investigated. Afterward, the concepts were identified by analyzing the content of oral and written resources, and they were classified to two principal factors including natural stocks and aquaculture development, six main factors such as management system, enhancement the fry production, restriction of pollution releasing, accentuation on structural issues, emphasizing on scientific-technical issues and standardization, plus 73 sub- factors. In the final stage, validity and reliability of the model were confirmed and a future delineation model of these valuable stocks with emphasis on economic exploitation was designed and presented.

One of the most important educational goals in developed countries is boom and creativity. Education as the most important educational institution with the production of creative content can be very influential in this regard. The research method is a content analysis using the Guilford Creativity and it is Applied. The statistical population consists of the content of the Biology book of eleventh year of high school and the book of natural sciences in high schools of the United States. In the first step, questions, pictures, activities and text of books were identified and coded. In the second phase, all units in all sections with the class were matched in terms of Guilford's creativity indices. Data were analyzed using descriptive statistics. In the content of the motion section of the Biology book of eleventh year, attention is not paid to the levels of cognitive memory and convergent thinking, Depending on the level of creativity of Guilford. But attention has been paid to other levels, including divergent thinking and evaluation thinking. While the text of the book of natural sciences in high schools in the United States has focused on levels of cognitive memory and convergent thinking, But, the other levels, including divergent thinking and evaluative thinking, there has not been much attention. Thus, the Biology book of eleventh year has paid more attention to The Guilford's creativity components than the school's natural science book.

In this research, The Biology book, tenth grade, second grade secondary school of experimental science in 1346 According to active and disable pattern of William Rumi reviewed. The transformation in the educational system is equivalent to the evolution of the countries manpower and future construction. Because the text book is one of the most important elements in every education system and improving in this sector leads to significant changes in society and a widespread shift in learning paths. The method of research is content analysis. The statistical population of study, biology book was the tenth grade of the second grade secondary school of experimental science in 1346. Based on research findings, the learner learning rate in text, images, and activities section were 0/038, 0/1, 0/65 respectively. The results indicate that book is active in activitie,s sections and disable in two parts of text and images. The books activeness means the power student experimental in training process. Power not seen in disable education. Hope to review and make suggestions in this article, sometimes it is effective to improve the educational system of the country.