طراحی و اعتباریابی الگوی برنامه درسی اخلاق زیست محیطی مبتنی بر نظم خودجوش در دوره متوسطه دوم

محورهای موضوعی : آموزش و پرورش

هانیه خدادادی تیرکلایی ¹ , سیده عصمت رسولی ² , وحید فلاح ³

1 - دانشجوی دکتری، گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
2 - استادیار، گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
3 - استادیار، گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

تاریخ دریافت : 1399/07/10 تاریخ پذیرش : 1401/11/08 تاریخ انتشار : 1401/12/01

کلید واژه: برنامه درسی اخلاق زیست محیطی, نظم خودجوش, دوره متوسطه دوم,

چکیده مقاله :

مقدمه و هدف: آموزش و پرورش یکی از مناسب ترین راه ها برای رسیدن به توسعه اقتصادی، اجتماعی، فرهنگی و سیاسی می باشد. بنابراین، وارد کردن مفاهیم مرتبط با محیط زیست در ستون درسی دوره های مختلف تحصیلی باعث می شود که دانش آموزان از همان ابتدا، حفاظت از محیط زیست را نه فقط به عنوان یک درس، بلکه به عنوان یک وظیفه و مسوولیت انسانی تلقی کنند. هدف پژوهش حاضر، طراحی و اعتباریابی الگوی برنامه درسی اخلاق زیست محیطی مبتنی بر نظم خودجوش در دوره متوسطه دوم است.
روش شناسی پژوهش: این پژوهش با رویکرد اکتشافی متوالی و با استفاده از روش ترکیبی انجام شد. که ابتدا با روش تحلیل محتوای کیفی عناصر (هدف، محتوا، روش تدریس، ارزشیابی) برنامه درسی اخلاق زیست محیطی مبتنی بر نظم خودجوش استخراج شد. و در بخش کمی برای تحلیل داده ها از روش تحلیل عاملی اکتشافی و تاییدی استفاده شد. انتخاب مشارکت کنندگان در بخش کیفی با استفاده از روش نمونه گیری هدفمند و معیار اشباع نظری بود که تعداد 15 نفر از استادان و متخصصان انتخاب شدند و جامعه آماری بخش کمی کلیه دبیران دوره متوسطه دوم استان مازندران به تعداد 11024 نفر (5692 مرد و 5332 زن) است. نمونه پژوهش شامل 360 نفر از دبیران دوره متوسطه دوم است که به روش نمونه گیری خوشه ای نسبی چندمرحله ای با فرمول کوکران انتخاب شدند. ابزار جمع آوری داده ها، در بخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه ی محقق ساخته نظم خودجوش دارای 22 گویه با مقیاس پنج درجه ای لیکرت تنظیم شده است. جهت تعیین روایی پرسشنامه ها از روایی محتوایی و جهت پایایی پرسشنامه ها از پایایی مرکب استفاده شد که دارای وضعیت مناسب و قابل قبولی بود. برای تحلیل داده ها از روش تحلیل عاملی اکتشافی و تاییدی، با استفاده از نرم افزارهای SPSS و PLS استفاده شد.
یافته­ ها: نتایج نشان داد مولفه های هدف، محتوا، روش تدریس و ارزشیابی در تبیین الگوی برنامه درسی اخلاق زیست محیطی مبتنی بر نظم خودجوش موثر هستند و مدل از برازش مطلوبی برخوردار بود.
بحث و نتیجه­ گیری: برنامه درسی اخلاق زیست محیطی مبتنی بر نظم خودجوش موجب می شود تا دانش آموزان مستقل بر پایه رفتارهای آگاهانه، عمدی و متفکرانه با مسائل برخورد کنند. در واقع با استفاده از این رویکرد، تجارب یادگیری از راه کشف و جستجو  به طور فعالانه صورت می گیرد تا نظم خودجوش دانش آموزان بر انگیخته شود.
 
 

چکیده انگلیسی:

Introduction: Education is one of the most appropriate ways to achieve economic, social, cultural and political development. Therefore, introducing concepts related to the environment into the curriculum of different academic courses makes students consider environmental protection not just as a lesson, but as a human duty and responsibility from the very beginning. The aim of the present study is to design and validate a model of environmental ethics curriculum based on spontaneous order in secondary school.
research methodology: This research was carried out with a sequential exploratory approach using a combined method. Which was first extracted by qualitative content analysis method of elements (purpose, content, teaching method, evaluation) of environmental ethics curriculum based on spontaneous order. In the quantitative part, exploratory and confirmatory factor analysis methods were used for data analysis. The selection of participants in the qualitative section was done using purposive sampling method and theoretical saturation criteria. 15 professors and specialists were selected and the statistical population of the quantitative section of all secondary school teachers in Mazandaran province was 11024 (5692 men and 5332 women)Is. The research sample includes 360 high school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. The data collection tool is semi-structured in the qualitative part of the interview and in the quantitative part of the researcher-made spontaneous order questionnaire with 22 items with a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS and PLS software.
Findings: The results showed that the target components, content, teaching method and evaluation are effective in explaining the pattern of environmental ethics curriculum based on spontaneous order and the model had a good fit.
Conclusion: Spontaneous discipline-based environmental ethics curriculum enables independent students to approach issues based on conscious, deliberate, and thoughtful behaviors. In fact, using this approach, learning experiences through discovery and search are actively done to evoke students' spontaneous order.

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