اعتباریابی الگوی برنامه درسی بین رشتهای آموزش سواد زیست محیطی در نظام آموزشی متوسطه ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحبوبه سلیمان پور عمران 1 , محمدحسین یارمحمدیان 2 , نرگس کشتی آرای 3
1 - استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
2 - استاد مرکز تحقیقات مدیریت و اقتصاد سلامت، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران
3 - استادیار گروه علوم تربیتی، واحــد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: دوره متوسطه, سواد زیست محیطی, برنامه درسی, برنامه درسی بین رشتهای,
چکیده مقاله :
هدف پژوهش حاضر، اعتباریابی الگوی برنامه درسی بین رشتهای آموزش سواد زیست محیطی در دوره متوسطه و از نوع توصیفی – پیمایشی بوده است. در این راستا ابتدا، چارچوب پیشنهادی آموزش سواد زیست محیطی در قالب عناصر چهارگانه برنامه ی درسی (هدف، محتوا، روش‌های یاددهی ـ یادگیری و ارزشیابی) و شامل سه مؤلفه دانش، مهارت و نگرش زیست محیطی، تدوین و در اختیار متخصصان محیط زیست و برنامه ریزان درسی، قرار داده شد. نتایج آزمون توزیع دو جمله‌ای و t تک گروهی در سطح (05/0P ≤) نشان دهنده اهمیت گویه‌ها از دیدگاه متخصصان بوده است. سپس چارچوب برنامه درسی سواد زیست محیطی مورد تأیید متخصصان، از طریق تعداد 108 نفر از دبیران زن و مرد، دروس زیست شناسی، شیمی و جغرافیای دوره متوسطه شهرستان آمل در سال تحصیلی 93-92 در قالب پرسشنامه، مورد نظرسنجی قرار گرفت. نتایج به دست آمده از طریق روش تحلیل عاملی تأییدی، با استفاده از نرم‌افزار لیزرل مورد اعتبارسنجی قرار گرفت. نتایج اعتبارسنجی نشان دهنده برازش مناسب مدل پیشنهادی براساس آزمون خی دو (38/1062=2 و 000001/0P =) و شاخص‌های خطای مجموع مجذورات میانگین (065/0 = RMSEA) و واریانس باقیمانده (054/0RMR=) بوده است.
The aim of this research is to study about the validation of the model of interdisciplinary curriculum of environmental literacy teaching of secondary education system in Iran. The research type is of descriptive-survey one. The proposed environmental literacy education framework is developed in the form of the four curriculum elements (objectives, content, teaching/learning methods and assessment) and the three components of environmental knowledge, skills, and environmental attitude. It is, then, offered to the environmental experts and curriculum developers. The results of binomial distribution test and one-group t-test, at the level of (P≤0.05) ,indicates the significance of items from the viewpoint of the experts of the field. The confirmed environmental literacy curriculum framework is, then, assessed, in the form of a questionnaire; by 108 male and female teachers of biology, chemistry and geography in Amol city .the obtained results have been validated using confirmatory factor analysis. The results of validation suggest suitable fitness of the proposed model based on Chi-square test (P=0.000001) and X2=1062.38) and error indicators of the mean square error indicators (RMSEA=0.065) and residual variance (RMP=0.054).
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