تحلیل محتوای کتابهای درسی تفکر و علوم دوره متوسطه اول از نظر توجه به مؤلفه های شهروند بوم شناختی
محورهای موضوعی : توسعه پایدارعلی ایمان زاده 1 , اصغر نقدی 2 , رقیه امیراسنجان 3
1 - دکتری فلسفه تعلیم و تربیت، دانشیار گروه علوم تربیتی دانشگاه تبریز، تبریز، ایران. *(مسوول مکاتبات)
2 - دکتری فلسفه تعلیم و تربیت، استادیار گروه علوم تربیتی دانشگاه تبریز، تبریز، ایران.
3 - کارشناسی ارشد برنامه ریزی درسی، گروه علوم تربیتی دانشگاه تبریز، تبریز، ایران.
کلید واژه: شهروند, شهروند بوم شناختی, کتاب های درسی, تحلیل محتوا, دوره متوسطه اول.,
چکیده مقاله :
زمینه و هدف: هدف پژوهش حاضر تحلیل محتوای کتابهای درسی تفکر و علوم تجربی دوره متوسطه اول از نظر توجه به مؤلفه های شهروند بوم شناختی بود.
روش بررسی: روش این پژوهش توصیفی و از نوع تحلیل محتوای کـمی می باشـد. در این پژوهش، محتواي کتب تفکر و علوم مقطع اول متوسطه سال تحصیلی 1401-1400 به‌عنوان جامعه آماري انتخاب شده است و معیار توصیف، توجه به مفاهیم شهروند بوم شناختی می باشد. نمونه آماری پژوهش شامل کتب تفکر و سبک زندگی ویژه دختران، تفکر و سبک زندگی مشترک بین دختران و پسران و علوم تجربی دوره متوسطه اول پایه هفتم، در سال تحصیلی 1401-1400 بود. جهت گردآوري اطلاعات از تکنيک‌هاي تحليل محتوا (فهرست وارسی) استفاده شد. فرم اولیه این چک لیست، از ادبیات و مبانی نظری پژوهش تهیه شد و واحد تحلیل و بررسی متون (کلمات، جملات و عبارت ها)، تصاویر، پرسش‌ها و فعالیت‌های کتب علوم تجربی و تفکر و سبک زندگی ویژه دختران، تفکر و سبک زندگی مشترک دختران و پسران دوره متوسطه اول می باشد. داده های حاصل با استفاده از شاخص های توصیفی در فرآیند تحلیلی «آنتروپی شانون» مورد بررسی قرار گرفت. روایی داده ها به وسیله متخصصان تعیین شده و برای پایایی آن ها از ضریب توافق مورد نظر متخصصان استفاده شده است.
یافته ها: یافته های پژوهش نشان داد که در کتاب علوم تجربی پایه هفتم ، بیشترین ضریب اهمیت به مولفه توجه و تاکید بر انرژی های پاک اختصاص یافته و به مولفه های عضویت در انجمن های زیست محیطی و حفظ تنوع گونه ها اصلا توجه نشده است. در کتاب تفکر و سبک زندگی مشترک دختران و پسران پایه هفتم به مولفه ترویج فعالیت های دسته جمعی و مفرح و تربیت بدنی بیشترین ضریب اهمیت اختصاص یافته و به مولفه های توجه و تاکید بر انرژی های پاک، حفظ تنوع گونه ها، احساس تعلق بوم شناختی، تقویت منابع آب زیر زمینی، نفی نژادپرستی و قوم گرائی، «جهانی فکر کردن» و «محلی عمل کردن» و عضویت در انجمن های زیست محیطی اصلا توجه نشده است. در کتاب کتاب تفکر و سبک زندگی ویژه دختران پایه هفتم به مولفه احترام به تنوع های فرهنگی بیشترین ضریب اهمیت اختصاص یافته و به خیلی از مولفه های شهروند بوم شناختی اصلا توجه نشده است.
بحث و نتیجه گیری: می توان با گنجاندن مولفه های شهروند بوم شناختی در کتابهای اموزشی و نگاه متوازن به آن در کتب دوره متوسطه اول بخصوص کتابهای علوم تجربی و تفکر و سبک زندگی، تربیت شهروند بوم شناختی را تحقق بخشید.
Background and Objective: The purpose of the current research was to analyze the content of the textbooks of thinking and experimental sciences of the first secondary school in terms of attention to the components of the ecological citizenship.
Material and Methodology: The method of this research is descriptive and quantitative content analysis. In this research, the content of the books of thinking and science of the first secondary level of the academic year 1401-1400 has been selected as a statistical community, and the criterion of description is to pay attention to the concepts of ecological citizen. The statistical sample of the research included thinking and lifestyle books for girls, common thinking and lifestyle between girls and boys, and experimental sciences of the seventh grade first secondary school, in the academic year of 1401-1400. Content analysis techniques (checklist) were used to collect information. The initial form of this checklist was prepared from the literature and theoretical foundations of the research, and the unit of analysis and review of texts (words, sentences and phrases), pictures, questions and activities of books of experimental sciences and thinking and lifestyle especially for girls, common thinking and lifestyle Boys and girls are in the first secondary school. The resulting data were analyzed using descriptive indices in the "Shannon Entropy" analytical process. The validity of the data was determined by the experts and for their reliability, the agreement coefficient desired by the experts was used.
Findings: The findings of the research showed that in the 7th grade experimental science book, the highest importance coefficient is assigned to the component of attention and emphasis on clean energy and on the other hand, to the components of membership in the association. Environmental issues and preservation of species diversity have not been considered at all. In the book of common thinking and lifestyle of seventh grade boys and girls, the component of promoting group and fun activities and physical training is given the highest importance factor and the components of attention and emphasis on clean energy, preservation of species diversity, sense of ecological belonging , strengthening underground water resources, negation of racism and ethnocentrism, "thinking globally" and "acting locally" and membership in environmental associations have not been considered at all. In the book on thinking and lifestyle for girls of the seventh grade, the component of respect for cultural diversity is assigned with the highest coefficient of importance and the main components of ecological citizenship have not been considered at all.
Discussion and Conclusion: It is possible to realize the education of an ecological citizen by including the components of the ecological citizen in educational books and looking at it in a balanced way in the books of the first secondary school, especially the books of experimental sciences and thinking and lifestyle.
1. Heater، D. (2003). A history of education for citizenship. Routledge.
2. Goren، H.، & Yemini، M. (2017). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research، 82، 170-183.
3. Gaudelli، W. (2016). Global citizenship education. In Global Citizenship Education (pp. 41-72). Routledge.
4. Castro، A. J.، & Knowles، R. T. (2017). Democratic Citizenship Education. The Wiley handbook of social studies research، 287.
5. Haddad, R. S. M., & Rahayu, F. P. (2023). Strengthening Ecological Citizenship to Realize Environmental Resilience through the Waste Bank Movement. JETISH: Journal of Education Technology Information Social Sciences and Health, 2(1), 642-651.
6. Euridyce. (2005). Citizenship education at school in Europe. Survey. Brussels: European Commissio
7. Witt, A. (2022). Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities. Prospects, 1-14.
8. Crick، B. (2017). Education for democratic citizenship: issues of theory and practice. Routledge.
9. Binawan, A. L. (2023). New Concepts of Ecological-Social Justice: A Micro-Optic Reflection on Ecological Citizenship Education in Indonesia. Journal of Social Studies Education Research, 14(1), 143-168.
10. Evans، D. (2011). Consuming conventions: sustainable consumption، ecological citizenship and the worlds of worth. Journal of Rural Studies، 27(2)، 109-115.
11. Jordan، R.، Singer، F.، Vaughan، J.، & Berkowitz، A. (2009). What should every citizen know about ecology?. Frontiers in Ecology and the Environment، 7(9)، 495-500.
12. Brown، P. G. (2016). 15. The unfinished journey of ecological economics: toward an ethic of ecological citizenship. Beyond Uneconomic Growth: Economics، Equity and the Ecological Predicament، 323.
13. Smith، M. (1998). Ecologism: towards ecological citizenship (Milton Keynes: University Press).
14. Salehi, Sadegh, and Pazukinejad, Zahra (2013). Social analysis of the role of environmental citizenship in dealing with the consequences of climate change. Urban Sociological Studies (Urban Studies): 4(11), 127-148. (In Persian)
15. Fisher، S. R. (2014). A Review of “Children، Citizenship، and Environment: Nurturing a Democratic Imagination in a Changing World” by Bronwyn Hayward. New York، NY: Routledge، 2012، 208 pages. ISBN: 978-1-84971-437-2.
16. Phillips, R., West, S., Shepley, A., Baurley, S., Simmons, T., Pickles, N., & Knox, D. (2023, October). Defining ecological citizenship; Case-studies, projects & perspectives; analysed through a design-led lens, positioning ‘preferable future (s)’. In Design for Adaptation Cumulus Conference Proceedings Detroit 2022 (pp. 264-288). Cumulus Association.
17. Bourban, M. (2023). Eco-Anxiety and the Responses of Ecological Citizenship and Mindfulness. In The Palgrave Handbook of Environmental Politics and Theory (pp. 65-88). Cham: Springer International Publishing.
18. Alizadeh Aghdam, M., Banifatemeh, H., Abbaszadeh, M., & Soltani Bahram, S. (2017). Ecological citizenship and spiritual Intelligence (The Case of Tabriz Citizens). Journal of Applied Sociology, 28(3), 79-98. doi: 10.22108/jas.2017.21715. (In Persian)
19. Spannring، R. (2019). Ecological citizenship education and the consumption of animal subjectivity. Education Sciences، 9(1)، 41.
20. Kasmawati, A. (2023). Ecological Citizenship Discourse: A Critical Study of Citizenship Education at Indonesia. Humaniora, 14(1).
21. Larijani, M., & Yadollahi, A. A. (2018). Study of the status of environmental education in the official education system of the country (Case Study: Primary Schools in Baharestan-Tehran Province). Journal of Environmental Science Studies, 3(3), 744-755. (In Persian)
22. Sarbaz, S., Setoodeh, A., & Rahimi, M. (2017). The Eeffect of Environmental Education on Improvement of Elementary School Students Attitude about Animal Rights. Environmental Education and Sustainable Development, 5(2), 25-33. (In Persian)
23. Azmi Aij, Matiei Langroudi Hasan(2010). An overview of the environmental problems of Iranian villages and solutions to solve these housing and village environment problems, 2010; 30 (133): 101-115
24. Khandani, A., Imanzadeh, A., & Ranjdoost, S. (2022). Analyzing the Attention to the Components of Ecological Citizenship Education in the Social Studies Textbooks of First Secondary School. Environmental Education and Sustainable Development, 10(3), 87-97. doi: 10.30473/ee.2022.52430.2196. (In Persian)
25. Nabavi, Seyyed Abdul Hossein; and Shahriari, Marzieh (2013). Religion, ethics and environment. Human and Environment Quarterly, 12(2), 69-83. (In Persian)
26. Azar, Adel (1380). Extension and development of Shannon's entropy method for data processing in content analysis. Scientific-Research Quarterly of Human Sciences of Al-Zahra University (S), 11(37), 1-17. (In Persian)
27. Dorakhsheh, J. (2005). An Essay in the Ideas of Ecology Movement. Bi-Quarterly Political Knowledge, 1(1), 159-180. doi: 10.30497/pk.2005.80. (In Persian)
28. Alizadeh Aghdam, Mohammad Bagher, Bani Fatemeh, Hossein, Abbaszadeh, Mohammad, Soltani Bahram, Saeed (2015). Moral intelligence as a tool for explaining ecological citizenship (a case study of citizens of Tabriz metropolis), Scientific Research Journal of Bioethics, 6(19), 125-153. (In Persian)
29. Huang, N. Z., Zhong, J. M., & Deng, S. (2016). Vision of Curriculum and teaching from Ecological Sustainability. In MATEC Web of Conferences (Vol. 63, p. 05005). EDP Sciences.
30. Mead, M Emily, (2013) Promoting Lasting Ecological Citizenship Among College Students, M. A. Thesis in Environmental Policy Design, Lehigh University.
31. Collado، M.، & Lopez Atxurra، R. (2006). Democratic citizenship in textbooks in Spanish primary curriculum. Journal of curriculum studies، 38(2)، 205-228.
32. Educational Research and Planning Organization (2014). Fundamental transformation document and national curriculum. Tehran: School Publications. (In Persian)
33. Smith, G. A., & Williams, D. R. (Eds.). (1999). Ecological education in action: On weaving education, culture, and the environment. SUNY Press.
34. Dunn, D. (2013). The psychologically literate citizen: Foundations and global perspectives. Oxford University Press.
35. Imanzadeh, Ali, Shafiipour, Mohammad Ali and Akbarian, Leila (2018). Alavi lifestyle. Tabriz: Tabriz University Press. (In Persian)
36. Khandani, Abbas Ali, Imanzadeh, Ali and Ranjdoost, Shahram. (1402). Development of an Optimal Model for Ecological Citizen Curriculum of Junior High School. New Educational Thoughts, 19(1), 121-98. (In Persian)
