Surveying the Degree of Attention to Education for Sustainable Development in the Elementary School's Social Sciences Curriculum

Subject Areas : Research in Curriculum Planning

Maryam Rezaie ¹ , Gholam Ali Ahmadi ² , Sayyed Mohammad Reza Imam Jomaa ³ , Sadeq Nasri ⁴

1 - Doctoral student in curriculum studies at Tehran Shahid Rejaei Teacher Training University
2 - Assistant professor and faculty of Tehran Shahid Rejaei Teacher Training University
3 - Assistant professor and faculty of Tehran Shahid Rejaei Teacher Training University
4 - Assistant professor and faculty of Tehran Shahid Rejaei Teacher Training University

Received: 2016-05-21 Accepted : 2016-11-08 Published : 2018-08-23

Keywords: education for sustainable development, Curriculum, elementary school, Social, sciences,

Abstract :

The purpose of the present study is to investigate the degree of attention to education for sustainabledevelopment in the curriculum (textbooks and teacher guides) in the elementaryschool's social sciences. The research method is the mixed one (exploratory and content analysis). The populationis consisted of the whole social sciences textbooks and teacher guides ofelementary school and global UENSCO documents. In this research the size ofsample numerically is equal to the population. The tools for gathering data areglobal UNESCO documents and the researcher- made content analysis form. Toverify the formal validity and the content of the tools, 20 experts(specialized in education, UENESCO,environment, sociology and economy) were consulted and they confirmedboth the validity and content. The reliability was confirmed by Holesti formulaas 92%. To analysis the data, the Shannon's entropy analysis was used. Theresults showed that in the whole elementary school's social sciences textbooks,the impact factor is highest in citizen rights and conservation of environment,whereas the lowest one was seen in sustainable consumption and excessiveconsumption. In both textbooks and teacher guides of elementary socialsciences, the education for sustainable developmentcomponent is not in proportion as it would be. In the elementaryschool's social sciences curriculum, the components of cultural dimension(cultural critique, cultural rehabilitation, maintenance of culture andreligious system and beliefs) and socio- economic and environmental dimensionslack the frequency.  

References:

Aliasgari,M,Charbashlu,H,Attaran,, (2013), The position of the human rights component in the contents of Iran elementary education Textbooks, Journal of Theory & practice in curriculum, Vol. 1 (1); 2013, 147-168. [persian]

Brien, G. (2002). Environment, economy and society: Fitting them together into sustainable.

Holmberg, J. ve Sandbrook, R. (1992). Sustainable Development: What Is to Be Done? Making Development Sustainable: Redefining Institutions, Policy, and Economics. (Ed. J. Holmberg). International Institute for Environment and Development, p. 19-38, Island Press, Washington, D. C.

Karataş, A. (2011). Role of natural of history museums for increasing environmental awareness. Journal of Akademik Bakış, 27, 1-15. [Online]: http:// akademikbakis.org/27/11.pdf.

Kepenekci, Y. K. (2010). Children's social rights in social studies textbooks in Turkish elementary education. Procedia-Social and Behavioral Sciences, 2 (2), 576-581.

Moroye, C.M. (2007).Greening our future:The practice of ecologically minded teachers. Dissertation Abstract international, 68(2), 271A. (UMINO. AAT 3253711) Retrieved,August,4^th,2008,from Dissertations and thesis database

Nevin, E. (2008). Education and sustainable development. Policy & Practice: Education for Sustainable Development, 6, 49-62. [Online]: http:// www. Developmente ducation review. com/ issue6-focus4.

Nourian,M(2009), analysis the Content educational content with a emphasis on textbooks, Tehran, Islamic Azad University South Tehran, Second Edition. [Persian]

OECD (2011), "Education and skills" in OECD, bettr policies for development: recommendation for policy coherence, OECD publishing.doi: 10, 1787 /9789264 190658-en.

Özdemir, O. (2007). Yeni bir çevre eğitimi perspektifi sürüdürülebilir gelişme amaçlı eğitim. Eğitim ve Bilim, 32(145), 23- 39.

Öztürk Demirbaş, Ç. (2011). Coğrafya dersi öğretim programında sürdürülebilir kalkınma. Uluslararası İnsan Bilimleri Dergisi, 8(2), 595-615. [Online]: http:// www. Insanbi limleri. com.

Schulz, W., Ainley, J., Fraillon, J., Kerr, D. and Losito, B. (2010) ICCS 2009 International Report: Civic knowledge, attitudes, and engagement among lower-secondary school students in 38 countries. Amsterdam, International Association for the Evaluation of Educational Achievement.

SoleimanpourOmran,M,Yarmohammadian,M,Keshtiaray,N(2015),The study of the validation of the model of interdisciplinary curriculum of environmental literacy teaching: regarding the secondary education system in iran,Research in curriculum planning,Vol12 No20 (continus47) Winter 2016,pages42-28. [Persian]

Tanrıverdi B. (2009). Sürdürülebilir çevre eğitimi açısından ilköğretim programlarının değerlendirilmesi. Eğitim ve Bilim, 151, 89-103.

Trajber, R. (2013) National ESD and CCE policy analyses –BRAZIL. http://www.scribd.com/doc/138363144/Report-FinalCompleto-OK (Accessed 13 July 2014).

 

Taghiyeh,N.K,QltashAbbas,Fallahi,V(2011).Citizenship education and environmental education. Citizenship education conference proceeding, university of marvdasht spring 1390, pp. [Persian]

UNESCO (2006). Framework for the UN DESD International Implementation Scheme. development. Sustainable Development, Sustainable Development Sourcebook: Learning and Training Tools no 4. Paris, UNESCO

Yapıcı, M. (2003). Sürdürülebilir kalkınma ve eğitim. AKÜ Sosyal Bilimler Dergisi, 5 (1), 223230.

UNESCO (2014)" Shaping the Future We Want" UN Decade of Education for Sustainable Development (2005-2014), Published in 2014 by the United Nations Educational, Scientific and Cultural Organization, 7, place Fontenoy, 75352 Paris 07 SP, France.

UNESCO(2012) Education for Sustainable Development Sourcebook: Learning and Training Tools no 4. Paris, unesco.

Unesco (2014a) EFA Global Monitoring Report 2013/4 –Teaching and Learning: Quality for All. Paris, UNESCO.

Wals, A. E. J. (2013) Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes. Journal of Cleaner Production. http:// dx. doi. org/ 10. 1016/j. jclepro. 2013.06.007 (Accessed 15 January 2014.