شناسایی مؤلفه‌های برنامه درسی سبز و ارائه الگوی مطلوب به منظور ارتقاء فرهنگ زیست محیطی دانش آموزان دوره دوم ابتدایی
محورهای موضوعی :
مدیریت ، برنامه ریزی و آموزش محیط زیست
افسانه احمدی مقدم
1
,
محبوبه سلیمان پورعمران
2
,
بهرنگ اسماعیلی شاد
3
1 - دانشجوی دکتری مدیریت اموزشی،گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
2 - گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران * (مسوول مکاتبات)
3 - گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد بجنورد، بجنورد، ایران.
تاریخ دریافت : 1399/08/09
تاریخ پذیرش : 1400/03/23
تاریخ انتشار : 1400/09/01
کلید واژه:
محیط زیست,
برنامه درسی سبز,
دانش آموزان,
دوره دوم ایتدایی,
چکیده مقاله :
زمینه و هدف: برنامه درسی سبز یک برنامه عملی در جهت یادگیری پایدار، آموزش پایدار و سیستماتیک و وابسته به یکدیگر است.پژوهش حاضر، با هدف طراحی و اعتبار یابی مدل مطلوب برنامه درسی سبز به منظور ارتقاء فرهنگ زیست محیطی دانش آموزان دوره دوم ابتدایی درسال 1399 با استفاده از طرح پژوهش آمیخته از نوع اکتشافی انجام گرفته است.
روش بررسی: در بخش کیفی، از روش تحلیل مضمون با رویکرد استقرایی و در بخش کمی از روش توصیفی از نوع پیمایشی استفاده شد. بر اساس مؤلفه های دست آمده، پرسشنامه 73 گویه ای ساخته شد. به منظور اعتبارسنجی پرسشنامه، از روایی صوری، محتوایی و روایی سازه استفاده شد. نمونه آماری در بخش کمی شامل 395 نفر از متخصصان حوزه برنامه درسی، اساتید علوم تربیتی، معاونان و مدیران آموزش و پرورش استان خراسان رضوی و همچنین اعضای هیات علمی و متخصصان حیطه آموزش محیط زیست بودند. به منظور تجزیه و تحلیل اطلاعات از روش تحلیل عاملی تاییدی و رویکرد مدل سازی معادله ساختاری کواریانس محور استفاده شد.
یافته ها: یافته ها نشان داد که ابزار سنجش از اعتبار عاملی برخوردار است. همچنین مقادیر مربوط به برآورد ضریب آلفای کرونباخ، به منظور سنجش همبستگی درونی مضامین پایه بالاتر از 7/0 شد، در نتیجه ابزار سنجش مربوط به این مفاهیم از دقت اندازه گیری کافی برخوردار است.
بحث و نتیجه گیری: یافته های حاصل از تحلیل مضمون منجر به طراحی مدل برنامه درسی سبز با 4 مضمون سازمان دهنده و 20 مضمون پایه گردید.
چکیده انگلیسی:
Background and Objective: The Green Curriculum is a practical program for sustainable learning, sustainable and systematic and interdependent education. The present study was conducted with the aim of designing and validating the optimal model of green curriculum in order to promote the environmental culture of elementary school students in 2020using a mixed exploratory research design.
Material and Methodology: In the qualitative part, the thematic analysis method was used with inductive approach and in the quantitative part; the descriptive survey method was used. Based on the obtained components, a 73-item questionnaire was constructed. In order to validate the questionnaire, face validity, content validity and construct validity were used. The statistical sample in the quantitative section included 395 specialists in the field of curriculum, professors of educational sciences, deputies and directors of education in Khorasan Razavi province. In order to analyze the data, confirmatory factor analysis method and covariance-based structural equation modeling approach were used.
Findings: Findings showed that the measurement tool had factor validity. Also, the values related to estimating Cronbach's alpha coefficient in order to measure the internal correlation of basic themes were higher than 0.7, so the measuring tool related to these concepts had sufficient measurement accuracy.
Discussion and Conclusion: The findings of the content analysis led to the design of a green curriculum model with 4 organizing themes and 20 basic themes.
منابع و مأخذ:
Ahmadi Moghadam,A. Soleimanpour Omran,M & Esmaeili Shad,B. (2021). Green Curriculum Education Plan in the Iranian Education System: A Qualitative Research, Quarterly Journal of Environmental Education and Sustainable Development, Vol. 9, No. 4, (61-72).
Armstrong, L. B., Rivas, M. C., Zhou, Z., Irie, L. M., Kerstiens, G. A., Robak, M. T., ... & Baranger, A. M. (2019). Developing a Green Chemistry Focused General Chemistry Laboratory Curriculum: What Do Students Understand and Value about Green Chemistry?. Journal of Chemical Education, 96(11), 2410-2419.
Xiong, H, Fu, D &C, Duan,ch, Liu, ch. Yang, X & Wang, R (2013). Current status of green curriculum in higher education of Mainland China, Journal of Cleaner Production, Vol, 61, Pages 100-105. https://doi.org/10.1016/j.jclepro.2013.06.033
Petersen, J. (2008). A Green Curriculum Involves Everyone on the Campus. Chronicle of Higher Education, 54(41).
Burns, H. (2011). Teaching for transformation: (Re) Designing sustainability courses based on ecological principles. Journal of Sustainability Education, Vol. 2,130-142 Availableat:http://www.jsedimensions.org/wordpress/wpcontent/uploads/2011/03/Burns2011.
Suhadi, N., & Esa, A. (2017). Implementation of Green Skills through the co-curriculum activities among students Technical and Vocational Education Training (TVET) towards development of Green Industry. Social Science, 47295-47297.
Schumacher, I. (2015). The Endogenous Formation of An Environmental Culture, European Economic Review, Volume 76, May 2015, Pages 200–221.
Wade, R. (2012). Pedagogy, places and people. Journal of Teacher Education for Sustainability, 14(2),147–167.
f.a(2017). Infusing Sustainability in Higher Education in Ireland: The Green Curriculum Model (GCM) and the Dispositions, Abilities and Behaviours (DAB) Competency Framework. Ph.D. thesis, School of STEM Education, Innovation & Global Studies, Dublin City University,43-141.
Mason, M. R. (2020). Greening the curriculum at the University of Toledo School of green chemistry and engineering. Physical Sciences Reviews, 5(7(.
Makrakis, V. and Kostoulas-Makrakis, N. (2013). Sustainability in higher education: a comparative study between European Union and Middle Eastern Universities. International Journal of Sustainable Human Development, 1(1), pp. 31-38.
Blakslee, A. K. (2020). Green is Good for You: A Curriculum that Encourages Environmental Global Citizenship.
Karami, Sh., Fathi Vajargah, K., Farajzadeh Asl, M., Khosravi Babadi, A. (2020). Green Curriculum in Iran's Higher Education System: Water Crisis, Climate Change, Knowledge Sources, Scientific Quarterly Journal of Environmental Education and Sustainable Development, 9 (1): 81-94.
Polistina, K. (2012). Cultural Literacy: Understanding and respect for the cultural aspects of sustainability. In A. Stibbe (ed.), The handbook of sustainability literacy. (pp. 117-123) Davon: Green Books Ltd.
UNESCO, 2005. UN Decade for Sustainable Development. Retrieved from: http://portal.unesco.org/education/
Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Exploration in the context of sustainability. PhD Thesis, Centre for Research in Education and Environment, University of Bath, UK.
Dueñez, E., & Chen, I. L. (2017, March). Greening School Curriculum with Technology: A Case Inquiry. In Society for Information Technology & Teacher Education International Conference (pp. 835-839). Association for the Advancement of Computing in Education (AACE(.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.
Arpita, Ch; Manvendra Pratap, S& Mousumi, R. (2018). Green Curriculum Analysis in Technological Education, International Journal of Progressive Education, v14 n1 p122-129.
Holland, C., Mulcahy, C., Besong, F. and Judge, M. (2012) Ethical-values pedagogical model. Journal of Teacher Education for Sustainability, 14(2), pp. 41-53.
Ahmad, N. L, Hassan, F, Khir, M. M., Syed Ahmad, S. F, & Rahim, R. A (2019). Conceptualizing Green Education Awareness in Primary School to Promote Sustainability. Religación. Revista De Ciencias Sociales Y Humanidades, 4(17), P, 22-30.
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Ahmadi Moghadam,A. Soleimanpour Omran,M & Esmaeili Shad,B. (2021). Green Curriculum Education Plan in the Iranian Education System: A Qualitative Research, Quarterly Journal of Environmental Education and Sustainable Development, Vol. 9, No. 4, (61-72).
Armstrong, L. B., Rivas, M. C., Zhou, Z., Irie, L. M., Kerstiens, G. A., Robak, M. T., ... & Baranger, A. M. (2019). Developing a Green Chemistry Focused General Chemistry Laboratory Curriculum: What Do Students Understand and Value about Green Chemistry?. Journal of Chemical Education, 96(11), 2410-2419.
Xiong, H, Fu, D &C, Duan,ch, Liu, ch. Yang, X & Wang, R (2013). Current status of green curriculum in higher education of Mainland China, Journal of Cleaner Production, Vol, 61, Pages 100-105. https://doi.org/10.1016/j.jclepro.2013.06.033
Petersen, J. (2008). A Green Curriculum Involves Everyone on the Campus. Chronicle of Higher Education, 54(41).
Burns, H. (2011). Teaching for transformation: (Re) Designing sustainability courses based on ecological principles. Journal of Sustainability Education, Vol. 2,130-142 Availableat:http://www.jsedimensions.org/wordpress/wpcontent/uploads/2011/03/Burns2011.
Suhadi, N., & Esa, A. (2017). Implementation of Green Skills through the co-curriculum activities among students Technical and Vocational Education Training (TVET) towards development of Green Industry. Social Science, 47295-47297.
Schumacher, I. (2015). The Endogenous Formation of An Environmental Culture, European Economic Review, Volume 76, May 2015, Pages 200–221.
Wade, R. (2012). Pedagogy, places and people. Journal of Teacher Education for Sustainability, 14(2),147–167.
f.a(2017). Infusing Sustainability in Higher Education in Ireland: The Green Curriculum Model (GCM) and the Dispositions, Abilities and Behaviours (DAB) Competency Framework. Ph.D. thesis, School of STEM Education, Innovation & Global Studies, Dublin City University,43-141.
Mason, M. R. (2020). Greening the curriculum at the University of Toledo School of green chemistry and engineering. Physical Sciences Reviews, 5(7(.
Makrakis, V. and Kostoulas-Makrakis, N. (2013). Sustainability in higher education: a comparative study between European Union and Middle Eastern Universities. International Journal of Sustainable Human Development, 1(1), pp. 31-38.
Blakslee, A. K. (2020). Green is Good for You: A Curriculum that Encourages Environmental Global Citizenship.
Karami, Sh., Fathi Vajargah, K., Farajzadeh Asl, M., Khosravi Babadi, A. (2020). Green Curriculum in Iran's Higher Education System: Water Crisis, Climate Change, Knowledge Sources, Scientific Quarterly Journal of Environmental Education and Sustainable Development, 9 (1): 81-94.
Polistina, K. (2012). Cultural Literacy: Understanding and respect for the cultural aspects of sustainability. In A. Stibbe (ed.), The handbook of sustainability literacy. (pp. 117-123) Davon: Green Books Ltd.
UNESCO, 2005. UN Decade for Sustainable Development. Retrieved from: http://portal.unesco.org/education/
Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Exploration in the context of sustainability. PhD Thesis, Centre for Research in Education and Environment, University of Bath, UK.
Dueñez, E., & Chen, I. L. (2017, March). Greening School Curriculum with Technology: A Case Inquiry. In Society for Information Technology & Teacher Education International Conference (pp. 835-839). Association for the Advancement of Computing in Education (AACE(.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597.
Arpita, Ch; Manvendra Pratap, S& Mousumi, R. (2018). Green Curriculum Analysis in Technological Education, International Journal of Progressive Education, v14 n1 p122-129.
Holland, C., Mulcahy, C., Besong, F. and Judge, M. (2012) Ethical-values pedagogical model. Journal of Teacher Education for Sustainability, 14(2), pp. 41-53.
Ahmad, N. L, Hassan, F, Khir, M. M., Syed Ahmad, S. F, & Rahim, R. A (2019). Conceptualizing Green Education Awareness in Primary School to Promote Sustainability. Religación. Revista De Ciencias Sociales Y Humanidades, 4(17), P, 22-30.
