ارزیابی اطلاعات تغییرات اقلیمی و محیط زیستی دانش آموزان مقطع دبیرستان شهر تبریز و تاثیر آموزش بر افزایش آگاهی آنها
محورهای موضوعی :
آب و محیط زیست
سجاد قنبری
1
,
مصطفی جعفری
2
,
ذبیح اله نعمتی
3
,
جواد حاتمی
4
1 - دانشیار، گروه جنگلداری، دانشکده کشاورزی و منابع طبیعی اهر، دانشگاه تبریز، تبریز، ایران
2 - دانشیار پژوهش، موسسه تحقیقات جنگلها و مراتع کشور، سازمان تحقیقات، آموزش و ترویج کشاورزی، تهران، ایران
3 - دانشیار، گروه علوم دامی، دانشکده کشاورزی و منابع طبیعی اهر، دانشگاه تبریز، تبریز، ایران
4 - استاد گروه علوم تربیتی دانشگاه تربیت مدرس، تهران، ایران
تاریخ دریافت : 1398/04/16
تاریخ پذیرش : 1398/07/24
تاریخ انتشار : 1401/04/01
کلید واژه:
برنامه‌های محیط زیستی,
تغییر اقلیم,
تبریز,
هدف حمایتی,
چکیده مقاله :
زمینه هدف: افزایش اطلاعات کودکان و نوجوانان از راههای مختلفی از قبیل محیط خانواده، وسایل ارتباط جمعی، ارتباط با دوستان، محیط اطراف و آموزش در کلاس درس صورت می‌گیرد. آموزش در کلاس درس و سایر برنامه های آموزشی اجرا شده در محیط‌های آموزشی و غیرآموزشی به عنوان یکی از مهمترین روشها برای بهبود درک مفاهیم تغییرات اقلیمی و مباحث محیط زیستی می‌باشد. هدف تحقیق بررسی اطلاعات محیط زیستی و تغییرات اقلیمی دانش‌آموزان مقطع دبیرستانی و سنجش تاثیر آموزش بر افزایش آگاهی آنها بود. روش بررسی: داده‌ها از طریق تکمیل پرسشنامه از 113 نفر از دانش‌آموزان مقطع دبیرستانی شهرستان تبریز در طی سال تحصیلی 1397-1396 جمع‌آوری شد.یافته‌ها: نتایج تحقیق نشان داد که نگرش دانش آموزان در مراحل قبل و بعد از آموزش تفاوت معنی‌داری دارد. نگرش دانش‌آموزان نسبت به اهمیت وجودی جنگلهای ارسباران در دو مرحله قبل و بعد از اموزش تفاوت معنی‌دار نشان داد. در بین چهار منبع کسب اطلاعات محیط‌زیستی، بعد از تلویزیون (4/65 درصد)، اینترنت (50 درصد) به عنوان دومین منبع کسب اطلاعات محیط زیستی بیان شد. در مرحله قبل از اموزش 3/31 درصد از دانش اموزان بیان کردند که تغییر اقلیم چیز مهمی نیست در حالیکه بعد از اموزش هیچ کدام از افراد چنین عقیده ای نداشتند. در مرحله قبل از آموزش، 25 درصد از افراد نسبت به تغییر موضوع تغییر اقلیم احساس خطر نداشتند در حالیکه بعد از تبیین موضوع، این میزان به 8/3 درصد کاهش یافت. مقایسه میانگین درک محیط زیستی در مرحله قبل و بعد از آموزش نشان داد که هر دو عامل ابزار حفاظتی شامل هدف حمایتی و لذت بردن از منابع موجود افزایش معنی‌داری داشتند. از عوامل ابزار بهره‌برداری، عامل تغییر طبیعت و غلبه بشر مولفه بهره-برداری کاهش داشتند ولی تنها در عامل تغییر طبیعت کاهش معنی‌دار مشاهده شد. بحث و نتیجه گیری: می‌توان نتیجه گیری نمود کارگاه‌های آموزشی نقش معنی‌داری در افزایش اطلاعات محیط زیستی و تغییرات اقلیمی دانش‌آموزان داشتند. تلویزیون و اینترنت به عنوان دو ابزار مهم آموزش بوده که می توان آموزش های مرتبط با محیط زیست و تغییرات اقلیم را از این طریق انجام داد.
چکیده انگلیسی:
Background and Objective: Increasing the information of children and adolescents were occurred in a variety of ways, such as family, mass media, and communication with friends, and classroom instruction. Classroom instruction and other educational programs conducted in educational and non-educational settings are one of the most important ways to improve understanding of the concepts of climate change and environmental issues. Therefore, the main objective of this research is to educate and increase the awareness of adolescents about the concepts and issues of climate change and their knowledge of environmental programs among students.Analysis methodology: Data were collected from 113 high school students in Tabriz by filling out a questionnaire at the academic year 2017-2018.Findings: The results showed that students showed a difference in attitude before and after education. There was a significant difference in the significance of Arasbaran forests in the two stages before and after training. Among the four sources of catching environmental information, TV (65.4%) and Internet (50%) were the main source of information. In the pre-training phase, 31.3% of the students stated that climate change is not important. But in the post-training phase, none of the people pointed to the low importance of climate change. In the pre-training phase, 25% of people did not feel the risk of climate change, while after explaining the issue, it reached 3.8%. The comparison of the mean environmental perception in the pre and post education stage indicated that both protective measures including intent of support and enjoyment of existing resources had a significant increase.Discussion and Conclusions: The factor of changing nature and human dominance of the utilization component was reduced, but only a significant decrease was observed in the altering nature factor. TV and internet were as the main information sources about environment and climate change and the related education can be touched by these options.
منابع و مأخذ:
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_||_
1- Bhuiyan MAH, Islam R, Siwar C, Ismail SM. Educational tourism and forest conservation: Diversification for child education. Procedia-Social and Behavioral Sciences. 2010;7:19-23.
2- Fien J, Scott W, Tilbury D. Education and conservation: Lessons from an evaluation. Environmental Education Research. 2001;7(4):379-95.
3- Boeve-de Pauw J, Donche V, Van Petegem P. Adolescents’ environmental worldview and personality: An explorative study. Journal of environmental psychology. 2011;31(2):109-17.
4- Blum N. Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development. 2008;28(3):348-58.
5- Nates J, Campos C, Lindemann-Matthies P. The Impact of a Short Conservation Education Workshop on Argentinean Students’ Knowledge about and Attitudes towards Species. Eurasia Journal of Mathematics, Science & Technology Education. 2012;8(3):257-67.
6- Alavipour F, Karimi S, Yazdandad H, Vahidin A. Measurement of Environmental Knowledge and Interest of Rural Students (Case Study: Torghabeh and Shandiz District). Journal of Rural Research. 2017;7(4):672-87.
7- Mirdamadi M, Bagheri varkaneh A, Smaeili S. Research on the Degree of Awareness of High School Students about Environmental Protection (a case study in city of Tehran). Journal of Environmental Science and Technology. 2010;12(1):201-16.
8- Saadati N, Karimi D, Monavari M. Environmental Educational Need Assessment of school students in the khouzestan province. Journal of Environmental Science and Technology. 2014;16(1):573-85.
9- Akbari Armand M, Babaie F, Mohammadi A, Moharamnejhad N. Comparision of education level of students in environmetal and non environmental schools in order to Acheiving Sustainable development. Sustainability, Development & Environment. 2016;3(Summer):81-9.
10- Stevenson KT, Peterson MN, Bradshaw A. How climate change beliefs among US teachers do and do not translate to students. PloS one. 2016;11(9):e0161462.
11- Hammami MBA, Mohammed EQ, Hashem AM, Al-Khafaji MA, Alqahtani F, Alzaabi S, et al. Survey on awareness and attitudes of secondary school students regarding plastic pollution: implications for environmental education and public health in Sharjah city, UAE. Environmental Science and Pollution Research. 2017;24(25):20626-33.
12- Higuchi MIG, Paz DT, Roazzi A, Souza BCd. Knowledge and Beliefs about Climate Change and the Role of the Amazonian Forest among University and High School Students. Ecopsychology. 2018;10(2):106-16.
13- Emerson J, Esty DC, Levy MA, Kim CH, Mara V, de Sherbinin A, et al. Environmental performance index. New Haven: Yale Center for Environmental Law and Policy. 2010;87.
14- Esty DC, Levy MA, Srebotnjak T, de Sherbinin A, Kim CH, Anderson B. Pilot 2006 environmental performance index. New Haven: Yale Center for Environmental Law & Policy. 2006.
15- policy Ycfel. 2018 Environmental Performance Index (EPI). 2018.
16- Ramezani Ghavamabadi MH. Strategic review of environmental protection education in Iran: necessities bottlenecks. Rahbord. 2013;21(65):233-57.
17- Veisi H, Zarandian A. An Evaluation of Citizens’ Awareness and Knowledge of Environment: A Case Study of Unions and Commercial Managers of Tehran, Zone 12. The Journal of Environment Education and Sustainable Development. 2012;1(1).
18- Johnson B, Manoli CC. Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions. Environmental education research. 2008;14(2):115-27.
19- Karimi S. Relationships of Environmental Knowledge with Environmental Behaviors’ Agricultural Students of Bu-Ali Sina University: The mediating Role of Environmental Attitudes. Journal of Environmental Education and Sustainable Development. 2018;6(2):127-40.
20- Rezaie M, Shobeiri SM. The relationship between the degrees of using ICT (with an emphasis on the Internet) with the environmental literacy of students. Journal of Human and Environment. 2015;12(4):40-58.
21- Katona I, Kárász I, Leskó G, Kosáros A, Lakatos G. Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17. Journal of Teacher Education for Sustainability. 2008;10:79-90.
22- Shobeiri SM. The Role of Social Networks on the Culture of the Teachers' Environmental Values and Beliefs: a case study of the telegram. Environmental Education and Sustainable Development. 2018;6(2):37-43.
23- Rutsaert P, Regan Á, Pieniak Z, McConnon Á, Moss A, Wall P, et al. The use of social media in food risk and benefit communication. Trends in Food Science & Technology. 2013;30(1):84-91.
24- Sabzehei M, Gholipoor S, Adinevand M. A survey of the relationship between environmental awarness, atitude and pro-environmental behviour of female students at Qom University. Journal of Environmental Education and Sustainable Development. 2016;4(4):5-16.
25- Alavi Moghadam S, Maknoun R, Babazadeh Naseri A, Khan Mohammadi Hazaveh M, Eftekhari Yeganeh Y. An Evaluation of Awareness, Attitude and Performance of Amir Kabir University Students Regarding Environment. Sciences and Technology of Environment 14 (4). 2012.
