Özet:

This study was conducted to examine primary school life science textbooks in terms of intangible cultural heritage elements (ICHE) and to emphasize the importance of these elements in ensuring cultural continuity. Document analysis, one of the qualitative research methods, was used in the study. The data source of the study consisted of actively taught life science textbooks and the current UNESCO intangible cultural heritage list. The collected data were also analyzed by another field expert with a PhD in the field and the results were compared. After the agreement value was calculated, the data were analyzed through descriptive analysis. According to the findings obtained at the end of the study, it was determined that ICH elements in primary school life science textbooks were mostly found at the second-grade level. In general, it was observed that "Traditional Conversation Meetings" and "Tea Culture, Identity, Hospitality and Social Interaction Symbol" ICH elements were more common in the textbooks examined. At the end of the study, it was suggested to include different elements at different grade levels instead of including and repeating the same ICH element at one grade level, and to enrich the barcoded electronic contents given in the books by associating them with ICH elements.

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