فراتحلیل اثربخشی برنامه‌های آموزش محیط زیست بر سواد زیست محیطی در ایران

محورهای موضوعی : آموزش و پرورش

سیروس محمودی ¹ (استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.)

تاریخ دریافت : 1400/04/12 تاریخ پذیرش : 1400/09/14 تاریخ انتشار : 1401/10/01

کلید واژه: فراتحلیل, نگرش زیست محیطی, سواد زیست محیطی, آموزش محیط زیست,

چکیده مقاله :

مقدمه و هدف:  هدف پژوهش حاضر، جمع­آوری و یکپارچه­سازی اثربخشی برنامه­های آموزش محیط زیست  بر سواد زیست محیطی و محاسبه میزان اثر آن ها با استفاده از رویکرد پژوهشی فراتحلیل بود. روش شناسی پژوهش: در این تحقیق، 35 پژوهش(یازه زمانی1399- 1388) که از لحاظ روش­شناسی مورد قبول بود انتخاب و فراتحلیل بر روی آن ها انجام شد. ابزار پژوهش چک لیست فراتحلیل بود که 3948 شرکت کننده را در خود جای داده بود. روایی ابزار پژوهش با روش محتوایی و صوری و نظر متخصصان تأیید شد و پایایی آن با روش ویلیام اسکات 97/0 به دست آمد. پس از خلاصه کردن نتایج پژوهش­ها، اندازه اثر محاسبه و بر اساس رویکرد فراتحلیل هانتر و اشمیت ترکیب شده و طبق جدول کوهن تفسیر شدند. یافته­ ها: یافته­ های پژوهش نشان داد که میزان اثر ترکیبی اجرای برنامه­های آموزش محیط زیست بر سواد زیست محیطی 37/0 بود (p</001)، که این میزان اثر مطابق با جدول کوهن بالاتر از متوسط است اندازه اثر ترکیبی برای مقطع سنی پیش­دبستان و دبستان 25/0(پایین­تر از متوسط)، برای دوره متوسطه(اول و دوم)، 36/0 (بالاتر از متوسط)و برای مقطع سنی بزرگسال 59/0(زیاد) ارزیابی شده است. هم چنین اندازه اثر ترکیبی برای دانش محیط زیست 31/0(متوسط)، نگرش محیط زیست41/0 (بالاتر از متوسط) و برای رفتار محیط زیست47/0 (بالاتر از متوسط) است. نتایج حاصل از تحلیل تعدیلی، بیانگر اثرگذاری متغیرهای تعدیل کننده در این مداخلات بود. بحث و نتیجه­ گیری: یافته­ های این پژوهش از اثربخشی برنامه­های آموزش محیط زیست بر سواد زیست محیطی حکایت دارد و با بالا رفتن سن دانش­آموز این اثربخشی بیشتر می­شود.

چکیده انگلیسی:

Introduction: The purpose of this study was to analysis the Effectiveness of Environmental Education Programs on Environmental Literacy by using meta-analysis method based on the Hunter and  Schmidt approach. research methodology: For this purpose, thirty five studies which were accepted methodologically were included in the meta-analysis. The checklist of meta-analysis with 3948 participants were used. After summarizing the research results, the effect size was calculated and combined based on Hunter and Schmidt meta-analysis approach and interpreted according to Cohen's table Findings: The results indicated that the Effectiveness of Environmental Education Programs on Environmental Literacy was 0/37 (p</0001), According to Cohen's table, this effect size is higher than average. Combined effect size for preschool and primary school age 0.25 (below average), for secondary school (first and second), 0.36 (above average) and for adult age 0.59 (high) Has been evaluated. Also, the size of the combined effect was 0.31 (average) for environmental knowledge, 0.41 (above average) for environmental attitude and 0.47 (above average) for environmental behavior. The results of modulatory analysis showed the effectiveness of modulatory variables in these interventions. Conclusion: The findings of this study indicate the effectiveness of environmental education programs on environmental literacy.

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