شناسایی مفاهیم برنامه درسی سبز مبتنی بر ساحت¬های تعلیم و تربیت: یک پژوهش کیفی
محورهای موضوعی : حقوق محیط زیست
معصومه ریحانی شیروان
1
(دانشجوي دكتري مديريت آموزشي، گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران.)
نازیا سادات ناصری
2
(استادیار گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران. * (مسوول مکاتبات))
محبوبه سلیمان پور عمران
3
(استادیارگروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
کلید واژه: برنامه درسی سبز, ساحت¬های تعلیم و تربیت, بستر سازی, آموزش و پرورش.,
چکیده مقاله :
زمینه و هدف: برنامه درسی سبز حفظ طبیعت برای نسل¬های آینده است. در جهت آموزش محیط زیست و ورود آن به برنامه¬ریزی درسی دانش¬آموزان، باید بر سند تحول و ساحت¬های تعلیم و تربیت به¬عنوان یک نقشه کلان و سند بالا دستی تاکید داشت. پژوهش حاضر با هدف شناسایی مفاهیم برنامه درسی سبز مبتنی بر ساحت¬های تعلیم و تربیت به صورت کیفی انجام شد. روش بررسی: این پژوهش با رویکرد کیفی و تحلیل محتوای قراردادی در سال 1401 انجام گرفته شده است. داده¬ها به شیوه مصاحبه نیمه ساختاریافته و پرسشنامه دلفی جمع آوری و با 25 نفر به اشباع نظری رسید. تحلیل داده‌ها با استفاده از روش تحلیل تم یا تحلیل مضمون انجام شد. سنجش روایی پژوهش حاضر به روش سه سویه سازی و پایایی ضریب کاپا انجام گرفت. یافته¬ها: در ارتباط با هدف پژوهش برنامه درسی سبز 4 بعد هدف، محتوا، روش تدریس و ارزشیابی با 28 زیر طبقه و در 6 ساحت تعلیم و تربیت 46 زیر طبقه به¬دست آمد. بحث و نتیجه¬گیری: با توجه به نتایج پژوهش در راستای بستر سازی مناسب برنامه درسی سبز،لازم است تقویت دانش زیستی و آگاهی همراه با آموزش¬های زیست محیطی از سال¬های اولیه آموزش رسمی در آموزش و پرورش بکار گرفته شود.
Background and Objective: The green curriculum is to preserve nature for future generations. In order to teach the environment and include it in the curriculum of students, it is necessary to emphasize on the document of transformation and areas of education as a big map and high-level document. The current research aims to investigate the foundation of the green curriculum in education in line with the fields of education. Material and Methodology: This research was conducted with a qualitative approach and contractual content analysis. The data was collected by means of semi-structured interview and Delphi questionnaire and theoretical saturation was reached with 25 people. Data analysis was used using theme analysis or theme analysis. Validity assessment of the current research was done using the three-strain method and the reliability of the Kappa coefficient. Findings: In relation to the research objective of the green curriculum, 4 dimensions of the goal, content, teaching and evaluation methods were identified with 28 subcategories and 46 subcategories were identified in 6 areas of education and training. Discussion and Conclusion: According to the results of the research, in order to create a suitable foundation for the green curriculum, it is necessary to strengthen biological knowledge and awareness along with environmental education from the early years of formal education in education.
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