Environmental problems and solutions in science textbook

This study aims to determine which environmental problems and solution proposals are included in science textbooks. The sample of the study is science textbooks. In the book, the articles written for the environmental problem and solution proposal were examined by content analysis. Environmental problems and solution suggestions in the textbooks, garbage-waste, extinction and pollution in the third year; non-separation of waste, light-sound-water-environmental pollution and waste water and increased nutrients in the fourth grade; in the fifth grade, biodiversity, waste, human-environment relationship and destructive natural events; air-noise pollution in the sixth grade, misuse of the chimney; domestic solid-liquid waste in the seventh grade; air pollution and global climate change themes were found in the eighth grade. The highest number of themes are in the fourth and fifth grade. The least number of themes are in the seventh grade, but the solution proposals for domestic solid waste are more numerous than the domestic liquid waste solution proposals. In the sixth grade, the number of themes is still less. When environmental problems and solution proposals are compared, it has been observed that solution proposals against some environmental problems are not included. Solution suggestions were not found to be directly related to the problem. When the themes are compared, they take place less in primary school and more in secondary school. Since two books, third and fourth grade, are examined at primary school level, it is 5-8 in secondary school. Since four books are examined as a class, more environmental problems and solution suggestions are encountered in secondary school. While the extinction theme was mentioned in primary school, it was not mentioned in secondary school. In secondary school, global climate change, human-environment relationship, and destructive natural events were also mentioned, misuse of stove chimney, these themes are not included in primary school. These results show that environmental problems and solution proposals cannot be arranged as a spiral program in textbooks. It is expected that the study will help relevant researchers and educators.