بررسی میزان توجه به مولفههای زیست‌محیطی درکتاب‌های علوم‌تجربی دوره اول متوسطه بر اساس روش آنتروپی‌شانون
محورهای موضوعی :
آلودگی های محیط زیست (آب، خاک و هوا)
محمدحسن بازوبندی
1
(استادیار دانشگاه فرهنگیان، مرکز آموزش عالی شهید بهشتی تهران. *(مسوول مکاتبات))
غلامرضا مظلوم
2
(دانش آموخته کارشناسی ارشد مرکز آموزش عالی شهید بهشتی تهران.)
لطف الله مهدوی
3
(استادیار دانشگاه فرهنگیان، مرکز آموزش عالی شهید بهشتی تهران.)
تاریخ دریافت : 1401/01/26
تاریخ پذیرش : 1401/08/17
تاریخ انتشار : 1401/12/01
کلید واژه:
تحلیل محتوا,
کتاب علوم تجربی,
آنتروپی شانون,
خاک و صوت,
آب,
هوا,
چکیده مقاله :
زمینه و هدف: امروزه یکی از مشکلات زیست محیطی پیش روی توسعه تکنولوژی در جهان، آلودگی های زیست محیطی است. و بدون شک، کتابهای درسی علوم تجربی دوره اول متوسطه، یکی از بسترهای رسمی آموزش محیط زیست است. پژوهش حاضر با هدف بررسی محتوای کتاب های علوم تجربی دوره اول متوسطه، به لحاظ توجه به مولفههای زیست محیطی انجام گرفته است.
روش بررسی :این پژوهش از نوع کاربردی است. که در آن، کتابهای درسی علوم تجربی پایه های هفتم، هشتم و نهم سال تحصیلی 1399-1400 مورد بررسی قرار گرفته است. که مجموعا بالغ بر 45 فصل و 450 صفحه است. نمونه های مورد بررسی شامل متون، تصاویر، پرسش ها و فعالیت های کتاب است که با استفاده از روش آنتروپی شانون مورد مطالعه قرار گرفته اند. این بررسی با استفاده از ابزار چک لیست تحلیل محتوایی که دارای چهار مؤلفه زیست محیطی: آب، هوا، خاک و صوت است، در سال1400 انجام شده که روایی محتوایی آن توسط متخصصان موضوعی تأیید و ضریب اعتبار (پایایی) آن نیز 36/91 درصد برآورد شده است.
یافته ها: نتایج پژوهش حکایت از آن دارد که در کتاب های علوم تجربی دوره متوسطه اول، به مولفه های زیست محیطی کم توجهی شده است. بیشترین توجه در کتاب علوم تجربی پایه هفتم و کمترین توجه مربوط به کتاب علوم تجربی پایه هشتم است.
بحث و نتیجه گیری: در این کتاب ها، در زمینه مولفه های زیست محیطی چهارگانه، بیش ترین توجه به مولفه هوا و کم ترین توجه به مولفه صوت شده است. هم چنین بیش ترین ضریب اهمیت مربوط به مؤلفه خاک با (308/0Wj=) و کم ترین ضریب اهمیت مؤلفه صوت (199/0Wj=) بوده است. از بین بخشهای مختلف کتاب های علوم تجربی، بیشترین ضریب اهمیت مربوط به فصل های زیست شناسی (329/0Wj= ) و بعد از آن فصل های شیمی و فیزیک قرار داشته و ضریب اهمیت مربوط به فصل های زمین شناسی (176/0Wj= ) کمتر از بقیه است.
چکیده انگلیسی:
Background and Objective: Today, one of the environmental problems facing the development of technology in the world is environmental pollution. And without a doubt, the science textbooks of the first high school course are one of the official platforms for environmental education. The current research was conducted with the aim of examining the content of science books of the first high school course, in terms of attention to environmental components.
Material and Methodology: This research is of applied type. In which, the science textbooks of the seventh, eighth and ninth grades of the academic year 1399-1400 have been examined. which totals 45 chapters and 450 pages. The examined samples include texts, images, questions and book activities that have been studied using Shannon's entropy method. This study was carried out using a content analysis checklist tool that has four environmental components: water, air, soil and sound, in 1400, and its content validity was confirmed by subject experts and its reliability coefficient was 91/36. The percentage is estimated.
Fidings: The results of the research indicate that environmental components have been given little attention in science books of the first secondary school. The most attention is in the book of sciences of the seventh grade and the least attention is related to the book of sciences of the eighth grade.
Discussion & Conclusion: In these books, in the field of the four environmental components, the most attention has been paid to the air component and the least attention to the sound component. Also, the highest coefficient of importance was related to the soil component with (Wj=0.308) and the lowest coefficient of the sound component (Wj=0.199). Among the different sections of science books, the highest coefficient of importance is related to biology chapters (Wj=0.329), followed by chemistry and physics chapters, and the most important coefficient is related to geology chapters. (Wj=0.176) is less than the others.
منابع و مأخذ:
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Ghazavi, M., Liaghatdar, M., Abedy, A., Esmaeeli, M. (2008). Content analysis of social sci-ence books elementary school”. Journal of New Thoughts on Education, Faculty of Education and Psychology, Universityof Al-Zahra, Tehran, Vol.6(4), pp.152-123. (In Persian)
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Hakimzadeh, R.; Kiamanesh, A.R.; Attaran, M. (2006), content analysis of social studies textbooks of guidance course with regard to global issues and topics in the field of curriculum, Curriculum Studies, No. 2, Vol. 5, pp. 37-54. (In Persian)
Fazli, M. Ikdalo (2017), investigating the status of environmental content in the science textbooks of the general education period. Quarterly journal of environmental science and technology, 21st period, 6th, Farvardin, pp.227-243. (In Persian)
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Siraj Khorrami, N. and Absalanzadeh, S. (2014), content analysis of science and social education textbooks in all educational levels of the elementary school with regard to the issues and topics of the global environment, the second nationwide scientific research congress on the development and promotion of educational sciences and psychology, sociology and social cultural sciences of Iran, Tehran, Scientific Association for the Development and Promotion of Basic Sciences and Techniques. (In Persian)
Jovanmard, F.A., Askari Fard Jahormi, F. and Dostbin, F. (2014), content analysis of social education and science textbooks in Iran's elementary school in terms of attention to environmental problems. The second international conference on environment and natural resources. (In Persian)
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_||_
Kayal, M (1383), Environmental Rights in the Perspective of the Constitution, Proceedings of the First Conference on Environmental Rights of Iran, Tehran; olive leaf .(In Persian)
Ghazavi, M., Liaghatdar, M., Abedy, A., Esmaeeli, M. (2008). Content analysis of social sci-ence books elementary school”. Journal of New Thoughts on Education, Faculty of Education and Psychology, Universityof Al-Zahra, Tehran, Vol.6(4), pp.152-123. (In Persian)
Bashiri Eskoui, F., Shabiri, M., Ansari Rad, P. and Kazemipour, S. (2014), The role of in-service training in improving the knowledge, attitude and environmental skills of elementary school teachers in Tehran. Iranian Curriculum Studies Quarterly, 10th Hijazi. R. Taheri M and Islamic K. (2013), indexing environmental costs in the field of soil pollution. Health Accounting Quarterly, third year, first issue, Vol. 7. (In Persian)
Year, No. 83, pp. 135-158. (In Persian)
Bier Hoff, H. W. (2002). Presocial Behavior. In M. Hewstone & w-streebe (Eds) Introdoction to social Psychology (3rded). Oxford: Blackwell.
Dabiri, M., (2013). Environment Pollution (Air, Water, Sound), Tehran,Etehad Publishers.
Ramazan Khani, b. (2006), content analysis of science textbooks of environmental conservation guidance and education, Tehran province education and training organization. The book of the month of art. No. 1, 4-4. (In Persian)
Hakimzadeh, R.; Kiamanesh, A.R.; Attaran, M. (2006), content analysis of social studies textbooks of guidance course with regard to global issues and topics in the field of curriculum, Curriculum Studies, No. 2, Vol. 5, pp. 37-54. (In Persian)
Fazli, M. Ikdalo (2017), investigating the status of environmental content in the science textbooks of the general education period. Quarterly journal of environmental science and technology, 21st period, 6th, Farvardin, pp.227-243. (In Persian)
Solati Asl, P. (2004), analysis and evaluation of the reflection of environmental concepts in science textbooks from the point of view of Tehran city teachers, master's thesis in the field of curriculum planning, Tabriz University. (In Persian)
Qazawi, M.; Liaqat dar, M. J. and Abedi, A. (2008), content analysis of experimental science books of elementary school in terms of attention to environmental problems, Education and Training Quarterly, No. 2, pp. 127-151. (In Persian)
Siraj Khorrami, N. and Absalanzadeh, S. (2014), content analysis of science and social education textbooks in all educational levels of the elementary school with regard to the issues and topics of the global environment, the second nationwide scientific research congress on the development and promotion of educational sciences and psychology, sociology and social cultural sciences of Iran, Tehran, Scientific Association for the Development and Promotion of Basic Sciences and Techniques. (In Persian)
Jovanmard, F.A., Askari Fard Jahormi, F. and Dostbin, F. (2014), content analysis of social education and science textbooks in Iran's elementary school in terms of attention to environmental problems. The second international conference on environment and natural resources. (In Persian)
Salehi Omran, A; Parhezgar, L; Hatami Far, Kh. (2015), examining the position of the main components of environmental education in the sixth grade textbooks. Environmental education and sustainable development. Vol.(2) 5, pp. 99-89. (In Persian)
Tarabi Ziaratgahi, A. (2016), review of the content of elementary science textbooks in terms of attention to environmental components, the second national conference on non-active defense in the fields of agriculture, natural resources and environment with a sustainable development approach. (In Persian)
Azar, AD (2008), expansion and development of Shannon's entropy method for data processing in content analysis. Humanities Quarterly. Al-Zahra University. (In Persian)
Ahmadi, A; Ansari Rad, P; Bazobandi, M.H. et al. (2019), sciences textbooks of the seventh, eighth and ninth grades of the first secondary school. Tehran: Iran textbook publishing company. (In Persian)
Abbasi Firoz Kola, B. and Sadati, S.Y. (2017), content analysis of science textbooks of the first year of high school in terms of attention to environmental problems, )In Persian(.https://civilica.com/doc/937271
Miller, G. T, (1997) Environmental Resource Management, Wad worth Pub. C.p. 592.
Weiner, B (2001). An Attribution Approach to Perceived Responsibilit For Transgressions: Extensions to Child Abuse, Punishinment Goals and Political Ideology. In A. E. A Hagen& H. W. Bierhoff (Eds), Responsibility the Many Faces of a Social Phenomenon (pp. 49-59). London Rout Ledge.
Debiri, M. (2015). Environmental pollution of air-water-soil and sound, second edition. Tehran: Etihad. (In Persian)
Amini, M. and Mashaalhi, Z. (2013), the neglected place of environmental education in textbooks (case study: middle school science and social education books). Journal of Educational Sciences of Shahid Chamran University of Ahvaz. (2)21 59-82. (In Persian)
Hunccke, M., Blobaum, A., Matthias, E., & Huger, R. (1991). Responsibility and Environment Echological Norm orientation and Extrernal factors in the Domain traver mode choice behavior, Environment and Behavior.
Calado, F. M. Bogner, F. X. (2013). A Reflection on Distorted Views of Science and Technology in Science Textbooks as Obstacles to the Improvement of Students’ Scientific Literacy. European journal of educational Vol. 2(2). pp. 51-68.
