بررسی دیدگاه دبیران در زمینه جایگاه آموزش زیست محیطی در برنامه درسی کنونی دوره متوسطه اول

محورهای موضوعی : آموزش و پرورش

ناهید سرلک ¹ , فائزه ناطقی ² , مهناز جلالوندی ³

1 - دانشجوی دکتری برنامه ریزی درسی- دانشگاه آزاد اسلامی واحد (اراک)- اراک- ایران.
2 - دکتری برنامه ریزی درسی- استادیار و مدیر گروه علوم تربیتی- دانشگاه آزاد اسلامی واحد (اراک) اراک- ایران. نشانی: اراک. دانشگاه آزاد اسلامی واحد اراک. گروه علوم تربیتی.(نویسنده مسئول).
3 - دکتری مدیریت آموزشی- استادیار - دانشگاه آزاد اسلامی واحد (اراک)، اراک- ایران

تاریخ دریافت : 1398/05/21 تاریخ پذیرش : 1400/03/27 تاریخ انتشار : 1400/08/01

کلید واژه: برنامه درسی, دوره متوسطه, آموزش زیست محیطی,

چکیده مقاله :

چکیده مقدمه و هدف: آموزش زیست محیطی بر حفاظت محیط زیست تاثیر مستقیم و مثبت می گذارد و نظام رسمی آموزش کشور می تواند در این زمینه نقش تعیین کننده ایفا نماید. هدف تحقیق بررسی دیدگاه دبیران در زمینه جایگاه آموزش زیست محیطی در برنامه درسی کنونی دوره متوسطه اول بود.  روش شناسی: پژوهش از نوع کاربردی و به روش توصیفی پیمایشی است. جامعه آماری تمامی دبیران مدارس دولتی شهر اصفهان بوده است که به روش نمونه گیری تصادفی طبقه ای نسبی تعداد 329 دبیر انتخاب شدند. جمع آوری داده ها با استفاده ازپرسشنامه محقق ساخته 41 گویه بسته پاسخ که از نتایج تحلیل اسناد بالا دستی به دست آمد انجام شد. روایی پرسشنامه توسط استادان تایید و پایایی پرسشنامه با استفاده از آلفای کرونباخ 89/0 برآورد گردید. تجزیه و تحلیل نتایج در دو سطح آمار توصیفی (فراوانی، درصد، میانگین و انحراف معیار) و در بخش آمار استنباطی (آزمون t تک متغیره، آزمون فریدمن، و t با دو گروه مستقل) انجام شد.  یافته ها: وضعیت موجود آموزش زیست محیطی در برنامه درسی کنونی دوره اول متوسطه در زمینه عناصر برنامه درسی (هدف، محتوا، روش یاددهی-یادگیری، ارزشیابی) از دیدگاه دبیران بالاتر از سطح متوسط است و میانگین رتبه بندی عناصر برنامه درسی نشان می دهد محتوای برنامه درسی بالاترین و ارزشیابی پایین ترین رتبه را به خود اختصاص داده است. نتایج به دست آمده بین مجموعه رتبه های چهارگانه وضعیت موجود آموزش زیست محیطی در برنامه درسی کنونی در ابعاد مختلف در گروه دبیران 05/0≥P معنی دار است. نتیجه گیری: برای دستیابی به توسعه پایدار، آموزش محیط زیست در برنامه درسی کنونی ضروری است.

چکیده انگلیسی:

Introduction & Objective of the study: Environmental education which has a direct and positive effect on environmental protection and the official educational system of the country can play a decisive role in this regard.  The aim of this research: The purpose of this study is to investigate teachers' viewpoints on the status of environmental education currently applied in school curriculum. Methodology: This study is an applied and survey research. The statistical population of this study was a sample of 329 public school teachers in Isfahan selected using stratified random sampling. A researcher-made 41 items questionnaire based on the results of document analysis was used to collect the data, which was obtained by higher-level documents. The validity of the questionnaire was confirmed by the professors and the reliability of the questionnaire was estimated to be 0.89 by Cronbach's alpha. The results were analyzed through both descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (univariate t-test, Friedman test, and t-test with two independent groups).  Findings: the current status of environmental education in the secondary school curriculum in terms of curriculum elements (purpose, content, teaching-learning method, evaluation) from the teachers' point of view is higher than the average level, and the average rating of curriculum elements Shows that curriculum content is highest and evaluation is the lowest rank in this group. The results are significant between the four levels of the current status of environmental education in the current curriculum in different dimensions in the teachers' group (P≤0.05).  Conclusion: To achieve sustainable development, environmental education is essential in the current curriculum.

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