Socialization of Water Consumption Reflected in Social Sciences Textbooks

Analysis of the content of social science textbooks in elementary, secondary and high school educational levels, the results of which are presented in this paper, aims to answer the question of “How well have water-related concepts and messages been addressed in social science textbooks?”. To find a solution to the aforementioned question and carry out a research on preliminary theoretical studies, the model was determined for content analysis, and consequently, the analysis began subsequent to determining the validity and reliability of the model.
Content analysis method, in this research, has been used in the form of quantitative analysis. The statistical population of the research is the social science textbooks of the first-grade elementary school up to the end of high school. Accordingly, the statistical sample is equal to the statistical society; in other words, the content has been analyzed on the basis of census method for more precision in the results.
Findings show that water-related content is missing from the textbooks. That being said, there are only two articles available on the issue; one on saving and the other on the optimal use of water in social science textbooks. It seems, in this regard, that some chapters in social science textbooks in different levels of education need to be redefined due to insufficient attention to the teaching of optimal water consumption.