ارزیابی اطلاعات تغییرات اقلیمی و محیط زیستی دانش آموزان مقطع دبیرستان شهر تبریز و تاثیر آموزش بر افزایش آگاهی آنها
الموضوعات :
سجاد قنبری
1
,
مصطفی جعفری
2
,
ذبیح اله نعمتی
3
,
جواد حاتمی
4
1 - دانشیار، گروه جنگلداری، دانشکده کشاورزی و منابع طبیعی اهر، دانشگاه تبریز، تبریز، ایران
2 - دانشیار پژوهش، موسسه تحقیقات جنگلها و مراتع کشور، سازمان تحقیقات، آموزش و ترویج کشاورزی، تهران، ایران
3 - دانشیار، گروه علوم دامی، دانشکده کشاورزی و منابع طبیعی اهر، دانشگاه تبریز، تبریز، ایران
4 - استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران
تاريخ الإرسال : 04 الأحد , ذو القعدة, 1440
تاريخ التأكيد : 17 الأربعاء , صفر, 1441
تاريخ الإصدار : 23 الأربعاء , ذو القعدة, 1443
الکلمات المفتاحية:
برنامه‌های محیط زیستی,
تغییر اقلیم,
تبریز,
هدف حمایتی,
ملخص المقالة :
زمینه هدف: افزایش اطلاعات کودکان و نوجوانان از راههای مختلفی از قبیل محیط خانواده، وسایل ارتباط جمعی، ارتباط با دوستان، محیط اطراف و آموزش در کلاس درس صورت می‌گیرد. آموزش در کلاس درس و سایر برنامه های آموزشی اجرا شده در محیط‌های آموزشی و غیرآموزشی به عنوان یکی از مهمترین روشها برای بهبود درک مفاهیم تغییرات اقلیمی و مباحث محیط زیستی می‌باشد. هدف تحقیق بررسی اطلاعات محیط زیستی و تغییرات اقلیمی دانش‌آموزان مقطع دبیرستانی و سنجش تاثیر آموزش بر افزایش آگاهی آنها بود. روش بررسی: داده‌ها از طریق تکمیل پرسشنامه از 113 نفر از دانش‌آموزان مقطع دبیرستانی شهرستان تبریز در طی سال تحصیلی 1397-1396 جمع‌آوری شد.یافته‌ها: نتایج تحقیق نشان داد که نگرش دانش آموزان در مراحل قبل و بعد از آموزش تفاوت معنی‌داری دارد. نگرش دانش‌آموزان نسبت به اهمیت وجودی جنگلهای ارسباران در دو مرحله قبل و بعد از اموزش تفاوت معنی‌دار نشان داد. در بین چهار منبع کسب اطلاعات محیط‌زیستی، بعد از تلویزیون (4/65 درصد)، اینترنت (50 درصد) به عنوان دومین منبع کسب اطلاعات محیط زیستی بیان شد. در مرحله قبل از اموزش 3/31 درصد از دانش اموزان بیان کردند که تغییر اقلیم چیز مهمی نیست در حالیکه بعد از اموزش هیچ کدام از افراد چنین عقیده ای نداشتند. در مرحله قبل از آموزش، 25 درصد از افراد نسبت به تغییر موضوع تغییر اقلیم احساس خطر نداشتند در حالیکه بعد از تبیین موضوع، این میزان به 8/3 درصد کاهش یافت. مقایسه میانگین درک محیط زیستی در مرحله قبل و بعد از آموزش نشان داد که هر دو عامل ابزار حفاظتی شامل هدف حمایتی و لذت بردن از منابع موجود افزایش معنی‌داری داشتند. از عوامل ابزار بهره‌برداری، عامل تغییر طبیعت و غلبه بشر مولفه بهره-برداری کاهش داشتند ولی تنها در عامل تغییر طبیعت کاهش معنی‌دار مشاهده شد. بحث و نتیجه گیری: می‌توان نتیجه گیری نمود کارگاه‌های آموزشی نقش معنی‌داری در افزایش اطلاعات محیط زیستی و تغییرات اقلیمی دانش‌آموزان داشتند. تلویزیون و اینترنت به عنوان دو ابزار مهم آموزش بوده که می توان آموزش های مرتبط با محیط زیست و تغییرات اقلیم را از این طریق انجام داد.
المصادر:
1- Bhuiyan MAH, Islam R, Siwar C, Ismail SM. Educational tourism and forest conservation: Diversification for child education. Procedia-Social and Behavioral Sciences. 2010;7:19-23.
2- Fien J, Scott W, Tilbury D. Education and conservation: Lessons from an evaluation. Environmental Education Research. 2001;7(4):379-95.
3- Boeve-de Pauw J, Donche V, Van Petegem P. Adolescents’ environmental worldview and personality: An explorative study. Journal of environmental psychology. 2011;31(2):109-17.
4- Blum N. Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development. 2008;28(3):348-58.
5- Nates J, Campos C, Lindemann-Matthies P. The Impact of a Short Conservation Education Workshop on Argentinean Students’ Knowledge about and Attitudes towards Species. Eurasia Journal of Mathematics, Science & Technology Education. 2012;8(3):257-67.
6- Alavipour F, Karimi S, Yazdandad H, Vahidin A. Measurement of Environmental Knowledge and Interest of Rural Students (Case Study: Torghabeh and Shandiz District). Journal of Rural Research. 2017;7(4):672-87.
7- Mirdamadi M, Bagheri varkaneh A, Smaeili S. Research on the Degree of Awareness of High School Students about Environmental Protection (a case study in city of Tehran). Journal of Environmental Science and Technology. 2010;12(1):201-16.
8- Saadati N, Karimi D, Monavari M. Environmental Educational Need Assessment of school students in the khouzestan province. Journal of Environmental Science and Technology. 2014;16(1):573-85.
9- Akbari Armand M, Babaie F, Mohammadi A, Moharamnejhad N. Comparision of education level of students in environmetal and non environmental schools in order to Acheiving Sustainable development. Sustainability, Development & Environment. 2016;3(Summer):81-9.
10- Stevenson KT, Peterson MN, Bradshaw A. How climate change beliefs among US teachers do and do not translate to students. PloS one. 2016;11(9):e0161462.
11- Hammami MBA, Mohammed EQ, Hashem AM, Al-Khafaji MA, Alqahtani F, Alzaabi S, et al. Survey on awareness and attitudes of secondary school students regarding plastic pollution: implications for environmental education and public health in Sharjah city, UAE. Environmental Science and Pollution Research. 2017;24(25):20626-33.
12- Higuchi MIG, Paz DT, Roazzi A, Souza BCd. Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students. Ecopsychology. 2018;10(2):106-16.
13- Emerson J, Esty DC, Levy MA, Kim CH, Mara V, de Sherbinin A, et al. Environmental performance index. New Haven: Yale Center for Environmental Law and Policy. 2010;87.
14- Esty DC, Levy MA, Srebotnjak T, de Sherbinin A, Kim CH, Anderson B. Pilot 2006 environmental performance index. New Haven: Yale Center for Environmental Law & Policy. 2006.
15- policy Ycfel. 2018 Environmental Performance Index (EPI). 2018.
16- Ramezani Ghavamabadi MH. Strategic review of environmental protection education in Iran: necessities bottlenecks. Rahbord. 2013;21(65):233-57.
17- Veisi H, Zarandian A. An Evaluation of Citizens’ Awareness and Knowledge of Environment: A Case Study of Unions and Commercial Managers of Tehran, Zone 12. The Journal of Environment Education and Sustainable Development. 2012;1(1).
18- Johnson B, Manoli CC. Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions. Environmental education research. 2008;14(2):115-27.
19- Karimi S. Relationships of Environmental Knowledge with Environmental Behaviors’ Agricultural Students of Bu-Ali Sina University: The mediating Role of Environmental Attitudes. Journal of Environmental Education and Sustainable Development. 2018;6(2):127-40.
20- Rezaie M, Shobeiri SM. The relationship between the degrees of using ICT (with an emphasis on the Internet) with the environmental literacy of students. Journal of Human and Environment. 2015;12(4):40-58.
21- Katona I, Kárász I, Leskó G, Kosáros A, Lakatos G. Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17. Journal of Teacher Education for Sustainability. 2008;10:79-90.
22- Shobeiri SM. The Role of Social Networks on the Culture of the Teachers' Environmental Values and Beliefs: a case study of the telegram. Environmental Education and Sustainable Development. 2018;6(2):37-43.
23- Rutsaert P, Regan Á, Pieniak Z, McConnon Á, Moss A, Wall P, et al. The use of social media in food risk and benefit communication. Trends in Food Science & Technology. 2013;30(1):84-91.
24- Sabzehei M, Gholipoor S, Adinevand M. A survey of the relationship between environmental awarness, atitude and pro-environmental behviour of female students at Qom University. Journal of Environmental Education and Sustainable Development. 2016;4(4):5-16.
25- Alavi Moghadam S, Maknoun R, Babazadeh Naseri A, Khan Mohammadi Hazaveh M, Eftekhari Yeganeh Y. An Evaluation of Awareness, Attitude and Performance of Amir Kabir University Students Regarding Environment. Sciences and Technology of Environment 14 (4). 2012.
_||_
1- Bhuiyan MAH, Islam R, Siwar C, Ismail SM. Educational tourism and forest conservation: Diversification for child education. Procedia-Social and Behavioral Sciences. 2010;7:19-23.
2- Fien J, Scott W, Tilbury D. Education and conservation: Lessons from an evaluation. Environmental Education Research. 2001;7(4):379-95.
3- Boeve-de Pauw J, Donche V, Van Petegem P. Adolescents’ environmental worldview and personality: An explorative study. Journal of environmental psychology. 2011;31(2):109-17.
4- Blum N. Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development. 2008;28(3):348-58.
5- Nates J, Campos C, Lindemann-Matthies P. The Impact of a Short Conservation Education Workshop on Argentinean Students’ Knowledge about and Attitudes towards Species. Eurasia Journal of Mathematics, Science & Technology Education. 2012;8(3):257-67.
6- Alavipour F, Karimi S, Yazdandad H, Vahidin A. Measurement of Environmental Knowledge and Interest of Rural Students (Case Study: Torghabeh and Shandiz District). Journal of Rural Research. 2017;7(4):672-87.
7- Mirdamadi M, Bagheri varkaneh A, Smaeili S. Research on the Degree of Awareness of High School Students about Environmental Protection (a case study in city of Tehran). Journal of Environmental Science and Technology. 2010;12(1):201-16.
8- Saadati N, Karimi D, Monavari M. Environmental Educational Need Assessment of school students in the khouzestan province. Journal of Environmental Science and Technology. 2014;16(1):573-85.
9- Akbari Armand M, Babaie F, Mohammadi A, Moharamnejhad N. Comparision of education level of students in environmetal and non environmental schools in order to Acheiving Sustainable development. Sustainability, Development & Environment. 2016;3(Summer):81-9.
10- Stevenson KT, Peterson MN, Bradshaw A. How climate change beliefs among US teachers do and do not translate to students. PloS one. 2016;11(9):e0161462.
11- Hammami MBA, Mohammed EQ, Hashem AM, Al-Khafaji MA, Alqahtani F, Alzaabi S, et al. Survey on awareness and attitudes of secondary school students regarding plastic pollution: implications for environmental education and public health in Sharjah city, UAE. Environmental Science and Pollution Research. 2017;24(25):20626-33.
12- Higuchi MIG, Paz DT, Roazzi A, Souza BCd. Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students. Ecopsychology. 2018;10(2):106-16.
13- Emerson J, Esty DC, Levy MA, Kim CH, Mara V, de Sherbinin A, et al. Environmental performance index. New Haven: Yale Center for Environmental Law and Policy. 2010;87.
14- Esty DC, Levy MA, Srebotnjak T, de Sherbinin A, Kim CH, Anderson B. Pilot 2006 environmental performance index. New Haven: Yale Center for Environmental Law & Policy. 2006.
15- policy Ycfel. 2018 Environmental Performance Index (EPI). 2018.
16- Ramezani Ghavamabadi MH. Strategic review of environmental protection education in Iran: necessities bottlenecks. Rahbord. 2013;21(65):233-57.
17- Veisi H, Zarandian A. An Evaluation of Citizens’ Awareness and Knowledge of Environment: A Case Study of Unions and Commercial Managers of Tehran, Zone 12. The Journal of Environment Education and Sustainable Development. 2012;1(1).
18- Johnson B, Manoli CC. Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions. Environmental education research. 2008;14(2):115-27.
19- Karimi S. Relationships of Environmental Knowledge with Environmental Behaviors’ Agricultural Students of Bu-Ali Sina University: The mediating Role of Environmental Attitudes. Journal of Environmental Education and Sustainable Development. 2018;6(2):127-40.
20- Rezaie M, Shobeiri SM. The relationship between the degrees of using ICT (with an emphasis on the Internet) with the environmental literacy of students. Journal of Human and Environment. 2015;12(4):40-58.
21- Katona I, Kárász I, Leskó G, Kosáros A, Lakatos G. Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17. Journal of Teacher Education for Sustainability. 2008;10:79-90.
22- Shobeiri SM. The Role of Social Networks on the Culture of the Teachers' Environmental Values and Beliefs: a case study of the telegram. Environmental Education and Sustainable Development. 2018;6(2):37-43.
23- Rutsaert P, Regan Á, Pieniak Z, McConnon Á, Moss A, Wall P, et al. The use of social media in food risk and benefit communication. Trends in Food Science & Technology. 2013;30(1):84-91.
24- Sabzehei M, Gholipoor S, Adinevand M. A survey of the relationship between environmental awarness, atitude and pro-environmental behviour of female students at Qom University. Journal of Environmental Education and Sustainable Development. 2016;4(4):5-16.
25- Alavi Moghadam S, Maknoun R, Babazadeh Naseri A, Khan Mohammadi Hazaveh M, Eftekhari Yeganeh Y. An Evaluation of Awareness, Attitude and Performance of Amir Kabir University Students Regarding Environment. Sciences and Technology of Environment 14 (4). 2012.
