Abstract:
In Sri Lankan general education, textbooks play a pivotal role in the teaching-learning
process. Grade 6 marks the commencement of science education as a distinct subject,
introducing students to fundamental scientific concepts. This stage presents an
opportune moment to integrate essential environmental concepts, aligning students with
global priorities such as environmental protection, sustainable development, climate
change adaptation, and risk management. This study aimed to assess the level of
environmental literacy in Grade 6 science textbooks. Employing a thematic inductive
qualitative analysis, Grade 6 government science textbooks were scrutinized. The
findings indicate that environmental literacy skills are integrated across all
competencies. There is a greater emphasis on ecological knowledge, incorporating the
understanding of ecosystem components and interactions. It adequately addresses issue
identification and analysis, covering topics such as water pollution, global warming, and
human-induced climate change. Action planning activities focused on minimizing energy
waste, conservation, and sustainable usage are also incorporated. Under the verbal and
actual commitment theme, the importance of biodiversity and the responsibility to use
energy sources to protect them for future generations is highlighted. Similarly, under the
Environmental Sensitivity and Feeling theme, the significance of green plants and the
rights of animals to live freely in the environment are discussed. Additionally, under the
theme of Problem-solving & Prediction, aspects such as prediction of global warming and
ways to minimize drought are incorporated. However, the textbooks primarily present
these skills in a theoretical format rather than practical application. Modifications to
teaching methods are necessary to improve environmental literacy skills. Curriculum
developers need to prioritize this aspect in future curriculum revisions.
