Abstract:
The purpose of this study is to identify the kinds of STSE issues that are addressed in the K1-6 Lebanese national science curriculum and textbooks. It also aims to investigate the variation of the STSE issues across cycles one and two of the curriculum and textbooks, as well as their alignment. The curriculum objectives and the unit introductions, instructions, and texts of the textbooks were analyzed and categorized using a framework synthesized for this study. The results indicate that the K1-6 Lebanese national science curriculum and textbooks highly emphasize the inter-relationships between science, technology, society, and environmental issues. Besides, there is a strong relationship between the STSE issues addressed in the curriculum and textbooks, as well as the coverage of STSE issues increases as grade level increases. The recommendation of this study is to work on updating the curriculum and textbooks to add new kinds of STSE issues. It is also suggested that further studies can be conducted to explore how teachers deliver the STSE issues in classrooms.
