ORIGINAL_ARTICLE
Assessment of teachers' attitude toward environmental education and its relevance to their readiness to educating students (Case (study: Teachers of primary school in Tehran city
The purpose of this study was to investigate the relationship between "Tehran Teachers' Attitude toward Environmental Education" and their "Readiness for Environmental Education to Students." This descriptive-sectional study was implemented on 127 primary school teachers in Tehran who were selected by stratified sampling and appropriate allocation and randomly selected in each class. Thus, among the primary schools of education, ten schools were selected and in each school, the samples randomly assigned among teachers of the first, second, third, fourth, fifth and sixth grades. To determine the attitude and readiness level, the quantitative score of the questions was used and the score was categorized into three groups of good, moderate and weak based on the 100% possible score. Pearson correlation coefficient was used to determine the correlation of the parameters. The results show that 19.68% of teachers have a good attitude level and other teachers have a moderate to low level of attitude and 13.31% of good preparation and other teachers have a moderate to low level of environmental education. Also, the correlation coefficient between the"attitude" and"preparedness" of the teachers for environmental education is 0.738, although the correlation is not complete, in this case, the coefficient of determination is 0.545, which indicates a reasonably good correlation. The main reasons for this level of attitude and readiness and the relation between these two parameters are environmental media disputes and social networks in recent years, which required primary education.
https://ee.journals.pnu.ac.ir/article_4960_a00c25914fbdb5258503db3a56b79d72.pdf
2018-08-23
9
18
Environmental Education
Attitude
Learning
Assessment
Teacher's readiness
شاهو
کرمی
karami.shaho@gmail.com
1
مدرس مدعو، گروه آموزش محیطزیست، دانشگاه پیام نور
LEAD_AUTHOR
مهدی
اسماعیلی بیدهندی
esmaeilib@ut.ac.ir
2
گروه برنامهریزی، مدیریت و آموزش محیطزیست، دانشگاه تهران
AUTHOR
مصطفی
نادری
mostafanaderi30@yahoo.com
3
دانشجوی دکتری، دانشگاه پیام نور
AUTHOR
Alavi Moghadam, M.R., Maknoon, R., Babazadeh naseri, A., Khanmohammadi Hzeveh; M.R. and Eftekhari Yegane, Y. (2012). Evaluation of awareness, attitude and action of Amirkabir University of Technology students on general aspects of environment, Journal of Environmental science and technology, 14 (4), 147-154.
1
Bogner, F.X. (1998). the influence of short-term outdoor ecology education on long-term variables of environmental perspective. Journal of Environmental Education, 29(4), 17–29.
2
Blackburn, A.M. (1983). Steps along the Path: the UNESCO/UNEP International Environmental Education Program, Environmentalist, 3(4), 269-276.
3
Baghianimoghadam, M., Nadjarzadeh, A., Askar shahi, M. and Salehi, M. (2013). Evaluation of Knowledge, Attitude, and Practice of Yazd City High School Students on the Role of Vitamin D in Health, The Journal of Toloo-e-behdasht, 11 (4), 59-69. [In Persian].
4
Heidari, F. and Heidari, M. (2015). Effectiveness of Management of Environmental Education on Improving Knowledge for Environmental Protection (Case Study: Teachers at Tehran’s Elementary School), Int. J. Environ. Res., 9(4), 1225-1232.
5
Ghanadzadeh, M, Bolhasani, A, Akhavan, M, Eshrati, B, Shamsi M. (2013). The assessment of knowledge, attitude and practice of students and teachers about waste management for developing proper educational methods in 2012, Arak Medical University Journal (AMUJ), 16(78), 36-49.
6
Gough, A. and Gough, N. (2013). Environmental education. In Kridel, Craig (Ed.), the SAGE Encyclopedia of Curriculum Studies. New York: Sage Publications.
7
Heimlich, J.E. and Ardoin, N.M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental Education Research, 14(3), 215-237.
8
Hestness, E., McGinnis, J., Riedinger, K. & Marbach-Ad, G. (2011). A study of teacher candidates’ experiences investigating global climate change within an elementary science methods course. Journal of Science Teacher Education, 22(4), 351–369.
9
Heimlich, J., Braus, J., Olivolo, B., Mckeown-Ice, R. & Barringer-Smith, L. (2004). Environmental education and preservice teacher preparation: a national study. Journal of Environmental Education, 35(2), 17–60.
10
IUCN. (1970). International working meeting on environmental education in the school curriculum, Final report, Gland, Switzerland.
11
Jickling, B. & Spork, H. (1998). Education for the Environment: a critique. Environmental Education, 4(3), 309-327.
12
Kals, E, Schumacher, D, Montada, L. (1999).Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178–202.
13
Karami, Sh. and Larijani, M.(2015). Environmental Education, a Way to Introduce and Improve Urban Environmental Pollution, Jentashapir Journal of Health Research, 6(3), 32-37.
14
Karami, Sh., Shobeiri, S.M. and Jafari, H. (2016). Development of the Climate Change Education Plan in Formal Education Based on Educational Process Management in the ISO 10015 Standards, Journal of Environmental Studies, 42(1), 245-258 [In Persian].
15
Karami, Sh., Shobeiri, S.M., Jafari, H. and Nabibid Hendi, Gh. (2017). "Assessment of knowledge, attitudes, and practices (KAP) towards climate change education (CCE) among lower secondary teachers in Tehran, Iran", International Journal of Climate Change Strategies and Management, Vol. 9 Issue: 3, doi: 10.1108/ IJCCSM-04-2016-0043.
16
Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35–50.
17
Kumar S. J., Bellad, A. A., Angolkar, M. (2015). Assessment of the Knowledge and Attitude Regarding Global Warming among High School Students of Ramnagar, Belagavi city: A Cross-Sectional Study, IOSR Journal of Dental and Medical Sciences, 14(4), 74-78.
18
Lahyjanyan, A. (2012). Environmental Education, Science and Research Branch, Islamic Azad University Press, P 500, Tehran, Iran.
19
Leeming, F.C, Dwyer, W.O, Porter, B.E, Cobern, M.K. (1993). Outcome research in environmental education: A critical review. Journal of Environmental Education, 24(4), 8–21.
20
Leeming, F.C, Porter, B.E, Dwyer, W.O, Cobern, M.K, Oliver, D.P. (1997). Effects of participation in class activities on children’s environmental attitudes and knowledge. Journal of Environmental Education, 28(2), 33–42.
21
Maher, F.( 1980).Applied Soci-Psychology, Mashhad: Astan Quds Razavi Publication.
22
McKeown, R. & Hopkins, C. (2010) Rethinking climate change education. Green Teacher, 89, 17–21.
23
McKeown-Ice, R. (2000). Environmental education in the United States: a survey of preservice teacher education programs. Journal of Environmental Education, 32(1), 4–11.
24
National Research Council (NRC). (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten through Eighth Grade. R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Washington, DC: The National Academies Press.
25
Palmer, J.A. (1998). Environmental Education in the 21st Century: Theory, Practice, Progress, and Promise, by Routledge, New York. Pp 285.
26
Pooley, J.A, Connor, O.M. (2000). Environmental education and attitudes: Emotions and beliefs are what is needed. Environment and Behavior, 32(5), 711–723.
27
Powers, A. (2004). Teacher preparation for environmental education: faculty perspectives on the infusion of environmental education into pre-service methods courses. Journal of Environmental Education, 35(3), 3–11.
28
Rezaei, M. Shobeiri, S.M, Sarmadi, M.R. and Larijani, M. (2016). The Effect of Environmental Radio Programs on Promotion of Students Environmental Literacy, Journal of Environmental Education and Sustainable Development, 4(4), 41-54 [In Persian].
29
Saad, R. and BouJaoude, S. (2012). the Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices, Eurasia Journal of Mathematics, Science & Technology Education, 8(2), 113-128.
30
Salehi Omran, A., Agha Mohammadi, A. (2008). Environmental Knowledge, attitude and skills of primary school teachers in the province's Mazandaran. Journal of Education. 95, 91-118. [In Persian].
31
Santos, J.R.A. (1999). Cronbach’s alpha: A tool for assessing the reliability of scales. J Extension, Vol. 37, 1-5.
32
Shobeiri, M., Abdullahi, S. (2009). Theory and Application of Environmental Education. Tehran: Payame Noor University [In Persian].
33
Stapp, W.B. (1999). The Concept of Environmental Education, The Journal of Environmental Education, 1(1), 30-31.
34
Stokes, D. and Crawshaw, B. (1986). Teaching strategies for environmental education, Environmentalist, 6(1), 35-43.
35
Swan, J.A, (1999) the challenge of environmental education" Phi Delta Kappan, 51, pp. 26-28.
36
[G1]
37
TDT: Teacher Development Trust .(2012). available at http://www.optimus-education.com/teacher-development-trust, Date accessed 20 may 2014. Thathong, K. (2010), An integration of teaching and learning activities on environmental education in the subjects. Research in Higher Education Journal, 7, 1-8.
38
Tolba, M. (1977). Opening Statement, the International Workshop on Environmental Education, Final Report, Belgrade, Yugoslavia, October 1974, Paris: UNESCO/UNEP.
39
Van Petegem, P., Blieck, A., Imbrecht, I. & Van Hout, T. (2005). Implementing environmental education in pre-service teacher training. Environmental Education Research, 11(2), 161–171.
40
WCED.(1987).Our Common Future, Oxford: Oxford University Press.
41
Wheeler, K.(1985). Environment Education: An Historical Perspective, Environmental Education, and Information, 4(2), the Environmental Institute, University of Salford.
42
Wilkins, J. L. M. (2008). the relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices, Journal of Mathematics Teacher Education, 11( 2), 139–164.
43
Zabahyan, M. (2005). formal and informal education, goals, methods, features, and audiences, Journal of Cooperatives, 152, PP. 65-67. [In Persian].
44
Zamani Moghadam, A. and Saedi, M. (2013). The effect of environmental education on teachers knowledge, attitude, and skills (Case study: primary school teachers district 12, Tehran), [G2] Journal of Environmental Education and Sustainable Development, 1(3), 19-30 [In Persian].
45
ORIGINAL_ARTICLE
Design and Explanation of Measuring Model for the Impacts of Information Communication Technology on Sustainable Development
This study seeks to recognize the impact of ICT development and its role in improving sustainable development indices for Iran. The role of sustainable development and ICT in various fields has been initially undertaken. Then, validated models of ICT impacts were introduced. Subsequently, the related studies in these areas were reviewed and analyzed. Next, the ICT impacts on the main dimensions of sustainable development were explained. In this study, the mixed approach with the sequential exploratory strategy has been used. To identify the main factors of research, the experts' interviews were used. Using the interview results, the analytical model and the research questionnaire were prepared. The statistical population includes experts from the universities and industry. The quantitative information obtained through the implementation of the questionnaire. Validation of research model was examined by analytical tools (Smart PLS and SPSS). The results of this study indicates significant effects of ICT on the social dimension of sustainable development in Iran.
https://ee.journals.pnu.ac.ir/article_4961_6d7940d02f167db6f67962525e93a4a7.pdf
2018-08-23
19
36
.Measurement model
ICT
Sustainable Development
Environment
economics
Community
محمد
آزادنیا
azadnia@itrc.ac.ir
1
پژوهشگاه ارتباطات و فناوری اطلاعات
LEAD_AUTHOR
شمس السادات
زاهدی
shamsizahedi44@gmail.com
2
دانشگاه علامه طباطبایی
AUTHOR
عبدالرضا
مجدالدین
iast@acecr.ac.ir
3
موسسه علمی کاربردی جهاد دانشگاهی تهران
AUTHOR
محمد رضا
پورعابدی
pourabedi@acecr.ac.ir
4
جهاد دانشگاهی تهران
AUTHOR
The impact of ICT on economic growth in OPEC. Journal of Economic Research, 8(2), 63-82.
1
Asgharpour H, M.P., Jalil Poor S. (2007). The Effect of ICT on economic growth in member countries of the Organization of Islamic Conference (OIC). Journal of Business Research, 12(3), 22-51.
2
Asgharpour H. and Mousavi, S. (2009). Testing Environmental Kuznets hypothesis: Use of Consolidated Collective technic. Journal of Economic Science, 3, 1-20.
3
Azadnia M. and Piri, M. (2014). Providing a model for measuring the impact of ICT on the environment, in International Conference on Development and Business Excellence, 6-7.
4
Azar, A., Gholamzadeh, R., Ghanavati, M.(2011) Route-Structural Modeling in Management. Tehran: Negahe Danesh Publication.
5
Berkhout, F. and Hertin, J. (2001). Impacts of information and communication technologies on environmental sustainability: Speculations and evidence. Report to the OECD, Brighton, 21.
6
Beybangrad, I. (2003). Research Methods in Psychology and Educational Sciences, Tehran. Iran: Payame Noor University.
7
Creswell, J. W. and Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. California: Sage publications.
8
Dedrick, J., Gurbaxani, V. and Kraemer, K. L. (2003). Information technology and economic performance: A critical review of the empirical evidence. ACM Computing Surveys (CSUR), 35(1), 1-28.
9
Dewan, S. and Kraemer, K. L. (2000). Information technology and productivity: Evidence from country-level data. Management Science, 46(4), 548-562.
10
Faghih Nasiri, M. and Goudarzi, A. (2005). Investigating the effects of ICT and economic growth in selected countries panel data method. Modern Economics and Business Journal, 8(11), 73-94.
11
Fornell, C. and Bookstein, F. L. (1982). Two structural equation models: LISREL and PLS applied to consumer exit-voice theory. Journal of Marketing research, 19(4), 440-452.
12
Houghton, J. (2010). ICTs and the environment in developing countries: Opportunities and developments. The development dimension ICTs for development improving policy coherence: improving policy coherence, 149.
13
Jafari Samimi, A. and Chehrghani, A. (2013). Ethical economy and history of economic thought. Nourelm Publication, Hamedan, 200.
14
Javaherian, Z., Fatehvahdati, A., Rahmati, A. and Zamani, L. (2006). Sustainable Development Goals, Tehran: Hakk Publication.
15
Lee, M. and Khatri, M. Y. (2003). Information technology and productivity growth in Asia, International Monetary Fund, 3(15), 1-16.
16
Mamuneas, T. and Ketteni, E. (2012). Growth Accounting: A European Comparison. Cyprus Economic Policy Review, 6(2), 67-79.
17
ORIGINAL_ARTICLE
Determination of Appropriate Strategies in the Field of Renewable Energies within Iranian Educational System and Prioritization of Them by Using Fuzzy Preference Programming (FPP) Technique
The present study mainly aims to determine appropriate strategies for performing relevant educational programs to promote the level of awareness among different people of society to replace non-renewable energy resources with clean and renewable energy resources as well as to prioritize these strategies for use in the educational system of Iran. This study is conducted in two stages. In the first stage, the most important policies and strategies regarding the application of renewable energies and education in this field were extracted. Then 80 strategies proportionateaccording to Iran's educational needs in this field were suggested. The most comprehensive of them were determined using the comments of 50 specialists through a questionnaire. Among these strategies, 40 strategies were selected for training renewable energies at schools (10 cases), Higher Education (10 cases), informal education (10 cases), and non-formal education (10 cases). In the second stage, for prioritizing the selected strategies, another questionnaire including pairwise comparison tables of these strategies was prepared based on the results of the experts' comments and data resulting from it was used to rank the strategies using fuzzy preference programming (FPP) method in MATLAB software. All fuzzy group decision-making matrices are suitably adapted for each of the four educational groups (γi> 0.3679). Prioritization of these 40 strategies for training renewable energies in the educational system of Iran is presented at the end of the paper in terms of formal education at schools and universities, informal and non-formal education.
https://ee.journals.pnu.ac.ir/article_4962_2a5502359f13593508c974c51c39a0dc.pdf
2018-08-23
37
52
Renewable Energy Resources
Strategy
Environmental Education
Prioritization
Fuzzy Preference Programming (FPP) Technique
سمیه
عریان
somayeh_oryan@yahoo.com
1
دانشآموخته دکتری دانشگاه پیام نور
LEAD_AUTHOR
جیران
امیراصلانی
2
دانشجوی دکتری دانشگاه پیام نور
AUTHOR
Acikgoz, C. (2011). Renewable energy education in Turkey. Renewable Energy, 36, 608–611.
1
Annette,G. A. & Long, W. (2006).Road to Environmental Education for Sustainability in 2006. Australian Journal of Environmental Education, 22(1), 71-76.
2
Bellman, R.E.& Zadeh LA. (1970). Decision making in a fuzzy environment. Management Science, 17(4),141-164.
3
Buckley, J.J. (1985).Fuzzy hierarchical analysis. Fuzzy Sets and Systems, 17(3): 233-247.
4
Chang, D.Y. (1996). Applications of the extent analysis method on fuzzy AHP. European Journal of Operational Research, 95(3), 649-655.
5
Cheng, C.H. (1997). Evaluating naval tactical missile systems by fuzzy AHP based on the grade value of membership function. European Journal of Operational Research, 96(2), 343-350.
6
Csutora, R. & Buckley, J.J. (2001). Fuzzy hierarchical analysis: the Lambda-Max method. Fuzzy Sets and Systems, 120 (2), 181-195.
7
Ghorbani, A. Rahimpour, H.R. Ghasemi, Y. Zoughi, S. & Rahimpour M.R. (2014). A Review of Carbon Capture and Sequestration in Iran: MicroalgalBiofixation Potential in Iran, Renewable and Sustainable Energy Reviews; (35), 73–100.
8
Hong, T. Koo, C. & Kwak, T. (2013). Framework for the implementation of a new renewable energy system in an educational facility. Applied Energy, 103 (3), 539–551.
9
Institute for Futures Studies and Technology Assessment. (2005). Environmental Education Renewable Energies for children and youth, Berlin, German, available from: https://www.izt.de/fileadmin/downloads/pdf/IZT_WB74.pdf/
10
Kandpal, T.C. & Broman L. (2014). Renewable energy education: A global status review. Renewable and Sustainable Energy Reviews.34, 300–324.
11
Leung LC, Cao D. (2000). On consistency and ranking of alternatives in fuzzy AHP. European Journal of Operational Research, 124 (1), 102-113.
12
McCrea, E. J. (2006). The Roots of Environmental Education: How the past supports the future. Environmental Education & Training Partnership, available from: http://www.eetap.org/respository/modernems_documents/History.final.20060315.1.1.pdf.
13
Mikhailov L. (2003). Deriving priorities from fuzzy pairwise comparison judgments. Fuzzy Sets and Systems, (134), 365-385.
14
Ministry of Energy. Iranian energy balance sheet, year book 1395. (2015), Tehran, Iran.
15
Mourmouris, J.C. & Potolias, C. (2013). A multi-criteria methodology for energy planning and developing renewable energy sources at a regional level: A case study Thassos, Greece. Energy Policy, 52, 522–530.
16
Payam,F. & Taheri, A. (2017). The Role of Energy Policy on Sustainable Development in Iran, Journal of Energy Management and Technology (JEMT), (1:2), 1-5. Available from http://www.jemat.org/article_50840_bea6e7c3425d9488103c7345d4144d41.pdf
17
Ramík, J. & Korviny, P. (2010). Inconsistency of pair-wise comparison matrix with fuzzy elements based on geometric mean. Fuzzy Sets and Systems, 161 (11),1604-1613.
18
REN21. (2016).Renewables 2016 Global Status Report. Paris, France, available from: http://www.ren21.net/REN21Activities /Global Status Report.aspx.
19
Rezaei, J. Ortt, R. and Scholten, V. (2013). An improved fuzzy preference programming to evaluate entrepreneurship orientation. Applied Soft Computing, 13(5), 2749-2758. https://doi.org/10.1016/j.asoc.2012.11.012.
20
Saaty TL. (1980). The Analytic Hierarchy Process. New York: McGraw-Hill.
21
Salo, A.A. (1996). On fuzzy ratio comparisons in hierarchical decision models. Fuzzy Sets and Systems, 84(1(, 21-32.
22
SATBA. (2016). Renewable Energy and Energy Efficiency Organization. available from: http://www.satba.gov.ir/.
23
Shobeiri SM, Abdollahi S.(2011). Theories and Applications of Environmental Education. 2nd ed.Tehran: Payam Noor.
24
UNCED. (1992). Agenda 21: Programme of Action for Sustainable Development: Rio Declaration on Environment and Development, New York, United Nations 1992; available from: http://www.un.org//content /documents /Agenda21.pdf
25
UNESCO. (1977). The Tbilisi Declaration: First International Conference on Environmental Education Final Report, Paris, France, available from: http://unesdoc.unesco.org/images/0003/000327/032763eo.pdf.
26
UNESCO-UNEP. (1975). The Belgrade Charter, Nairobi, Kenya & Paris, France, available from: http://unesdoc.unesco.org/images/0001/000177/017772eb.pdf
27
United Nations. Rio+20.(2012).The Future We Want. United Nations Conference on Sustainable Development, Rio de Janeiro, Brazil , available from: http://www.uncsd2012.org/
28
Van Laarhoven, P.J.M. and Pedrycz, W. (1983). A fuzzy extension of Saaty’s priority theory. Fuzzy Sets and Systems, 11(1), 229-241.
29
Wang, L. Chu, J. & Wu, J. (2007).Selection of optimum maintenance strategies based on a fuzzy analytic hierarchy process. International Journal of Production Economics, (107), 151-163.
30
Wang, T.C. & Chen, Y.H. (2008). Applying fuzzy linguistic preference relations to the improvement of consistency of fuzzy AHP. Information sciences, 178 (19), 3755-3765.
31
Yang, J.L. Chiu, H. Tzeng, H.G. & Yeh, R.H. (2008). Vendor selection by integrated fuzzy MCDM techniques with independent and interdependent relationships. Information Sciences, 178(21), 4166-4183.
32
ORIGINAL_ARTICLE
(The Impact of Native Social Networking on Promoting Student's Environmental Attitude (Case Study: Eitaa
The growth of social networking has made it possible to define new applications for this tool especially in learning, including formal, informal, and tacit education (visual, auditory and written). The purpose of this study was to explain the impact of the use of Eitaa social network on the environmental attitude of students in three cognitive, emotional and behavioral areas. The present study is the type of applied researches which regarding the purpose, and regarding the data collection tool, it is a semi-experimental study with pre-test, post-test, and control group. The study sample has consisted of 46 students of Payame Noor University of Markazi province that were selected by the convenience sampling method and were randomly divided into two control and study groups. According to the results of the covariance analysis test, it was concluded that there is a significant difference between the three variables in the two stages of pre-test and post-test, which shows the effect of environmental training with the application of Eitaa social network on all of the three dimensions of the students' environmental attitude. The comparison of the mean of the two stages of pre-test and post-test showed that the mean of all of the three variables in the post-test was higher than the pretest. Scheffe post hoc test results also showed a higher mean in the study group than the control group in all three variables. According to the calculated level of effect, respectively about 70, 10 and 14 percent of the variance of the cognitive, emotional and behavioral dimensions of the environmental attitude of the study group was explicitly explained by applying the training method (environmental training of Eitaa).
https://ee.journals.pnu.ac.ir/article_4963_3d34ac40ad9874d19a610f3b7301d2f4.pdf
2018-08-23
53
66
.Training
Eitaa
Social networking
Environmental attitude
مهدیه
رضائی
rezaee181@yahoo.com
1
گروه آموزش محیط زیست، دانشگاه پیام نور
LEAD_AUTHOR
Afshar, S. and Adlipour, S. (2015). Emerging Social Damages of Virtual Social Networks, Tehran: Parsineh Press.
1
Ayre, C. and Scally, A.J. (2014). Critical Values for Lawshe’s Content Validity Ratio: Revisiting the Original Methods of Calculation. Measurement and Evaluation in Counseling and Development. 47(1), 79-86.
2
Bakshy, E., Karrer, B. and Adamic, L.A.(2009). Social Influence and The Diffusion of User-Created Content. Proceedings of The 10th ACM Conference on Electronic Commerce, New York, U.S. p. 325-334.
3
Cheraghmolaeei, L., Kadivar, P. and Sorahi, Gh. (2014). The use of virtual social networks in Education Opportunities and Challenges. Journal of New Thoughts on Education . 10(3), 29-51.
4
Christophides, E., Muise, A. and Desmarais, S. (2009). Information disclosure and control on Facebook: Are they two sides of the same coin or two different processes?. Cyber Psychology and Behavior, 12(3), 341-345.
5
Dadgaran, S.M. (2013). Basics Mass Communication. Tehran: Firuzeh Press.
6
Dessai, K.G.G. and Kamat, M.S. (2013). Social Network Intervention in Environmental Education. International Journal of Technology and Educational Marketing. 3(2), 49-62.
7
Ellison, N. B., Steinfield, C. and Lampe, C. (2007). The benefits of Facebook friends: Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication. 12(4), 1143-1168.
8
Farzaneh, S. and Felahati Shahabaldini, R. (2015). The Evaluation of Social Factors affecting on the trend to virtual social networks (case study: secondary school students of Babol city). Journal of Participation and Social Development, 1(1), 1-22.
9
Getchell, M. and Sellnow, T. (2015). A network analysis of official Twitter account during the west Virginia water. Computer in humans behavior. Available on; www.elsevier.com/locate/comphumbeh.
10
Ghazinouri, S.S., Rezaei nik, N. and Roshani, S. (2014).To review of requirements, challenges and social network of Activists, Management of Technology and Innovation of Iran. Journal of Cultural Research in Iran. 7(2), 49-73.
11
Greene, J.A. and Azevedo, R. (2007). Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research. 36 (2), 125-148.
12
Hew, K.F. (2011). Students and Teachers Use of Facebook. Computers in Human Behaviour. Article available at doi:10.1016/j.chb.2010.11.20.
13
Huang, H.T. and Yen, S.C.Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education. 15(6), 703- 714.
14
Jalali, S.E. (2015). Life in the age of virtual social networks; Online Man. Tehran: Mashghe shab Press.
15
Kaviani, M., Azarbiajany, M., Salarifar, M.R., Mousavi Asl, S.M., Abbasi, A., Tabik, M.T. (2017). Social psychological to attitude for Islamic sources, Tehran: Samt Publication, P. 136.
16
Koohestani S. (2015). Social networks and environmental activism (A study of the environmental group Nature's scavengers). International Conference on new social media and new movements. May 2015, Flvrans, Italy.
17
Lachlan, K.A., Spence, P.R. and Lin X. (2014). Expressions of risk awareness and concern through Twitter: on the utility of using the medium as an indication of audience needs. Comput Hum Behav.35,554–559. doi:10.1016/j.chb.2014.02.029.
18
Lee, M. J. W. and McLoughlin, C. (2008). “Harnessing the affordances of Web 2.0 and social software tools: can we finally make “student-centered” learning a reality?” Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications.
19
Mahmoudi, A., Mahmoudi, M. and Torkashvand, P. (2015). Social Networks: The Dimensions and Concepts. Tehran: Saco Press.
20
Mason, R. and Rennie, F. (2007). Using Web 2.0 for learning in the community. The Internet and Higher Education. 10(3), 196-203.
21
Mezer, J. P., Murphy, R. E.and Simonds, C. J. (2009). The effects of teacher selfdisclosure via facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183.
22
Mohkamkar, I. and Halaj, M.M. (2014). Cyberspace, dimensions, features and functions in the field of identity-based virtual social networks. Journal of moral knowledge, 201, 63-82.
23
Nath, B. (2011). Instilling Environmental Awareness in Undergraduate University and Awareness. Environmental Education and awareness.1, 1-15.
24
Pask, J., More, E. and Hargittai, E. (2009). Facebook and Academic Performance: Reconciling a Media Sensation with Data. First Monday.14(5),DOI: http://dx.doi.org/10.5210/fm.v14i5.2498.
25
Rahman., M. Z., Mikuni, H. and Rahman., M. M. (1999). Towards sustainable farming development:the attitude of farmers in a selected area of shimani prefecture Japan: Journal of Sustainable Agriculture,14(4), 19-33.
26
Rahmanzadeh, S. (2011). The function of social networks in the age of globalization, Journal of Strategic Studies of Public Policy, 1, 49-78.
27
Ranjbar, M., Gheyrati Arani, L. and Jamshidi Rad, M.S.(2016). Villagers’ Religious Attitude Style towards Behavior Management about Water in Two Areas of Fars and Isfahan Provinces (Izadkhast & Ramshe), Quarterly Journal of Environmental Education and Sustainable Development, 4(4), 17-32.
28
Redecker,C., AlaMutka, K. and Punie.Y. (2009). Learning 2.0- the use of social computing to enhance lifelong learning; European Commission. Joint Research Centre. Institute for Prospective Technological Studies (IPTS). Seville, Spain.
29
Rezaei, M. and Shobeiri, S. M. (2015). The relationship between the degree of using ICT (with an emphasis on the Internet) with the environmental literacy of students. Journal of Human and Environment. 12(4), 40-58.
30
Rezaei, M. and Shobeiri, S. M. (2015).The relationship between using Viber, Line, and Instagram software with the environmental literacy, Journal of Educational Technology. 9(4), 283-273.
31
Rezaei, M. and Shobeiri, S. M. (2017). The Effect of Social Networks Usage on the Promotion of Pro-environmental behavior in Tourism (Case Study: Telegram Social Network), Journal of Tourism Planning and Development, 6(21), 28-53.
32
Rezaei, M., Shobeiri, S.M, Sarmadi, M. R. and Larijani, M. (2016). The effect of instagram social network usage on the Promotion of environmental Literacy of students, Environmental Sciences,14 (3), 89-106.
33
Robelia, Beth. A., Greenhow, C. and Burton, C. (2011). Environmental learning in online social networks: adopting environmentally responsible behaviors, Journal of Environmental Education Research.17(4), 553-575.
34
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J. and Vince Witty, J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking site. The Internet and Higher Education.13(3), 134-140.
35
Ross, C., Orr, E.S., Sisic, M., Arseneault, J.M., Simmering, M.G. and Orr, R. R. (2009). Personality and Motivations Associated with Facebook Use, Computers in Human Behavior. 25(2), 578-586.
36
Salehi, S., Soleimani, K. and Pazokinejad, Z. (2015). The attitudes and responsible behavior of students towards the environment (Case Study: Students of Mazandaran). Journal of Environmental Research. 6(11), 265-276.
37
Sarafzadeh, M. and Alavi, S. (2014). The State of Online Social networking among Library and Information Sciences Students, Journal of Human interaction and information, 1, 44-56.
38
Sarmad, Z., Bazargan A., Hejazy A. (1996). Research methods in behaviuor Science, Tehran: Agah Publication.
39
Schwartz, J.L., Donovan, J. and Guido-DiBrito, F. (2009). Stories of Social Class: SelfIdentified Mexican Male College Students Crack the Silence, Journal of College Student Development. 50(1), 50-66.
40
Selwyn, N. (2007). Web 2.0 applications as alternative environments for informal learning e a critical review. Paper presented at the OECD-KERIS expert meeting. Alternative learning environments in practice: Using ICT to change impact and outcomes.
41
Stanciu, A., Mihal, F. and Alieca, O. (2012). Social Networking as an Alternative Environment for Education. Accounting and Management Information Systems. 11(1), 56–75.
42
Sylvester, D.E. and McGlynn, A. J. (2010). The Digital Divide, Political Participation, and Place. Social Science, Computer Review. 28(1), 64-74.
43
Tsai, C.V., Shen, P.D. and Tsai, M.C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behavior and Information Technology. 30(2), 261-271.
44
UNEP Annual Report. 2015. available at:http://www.unep.org/annualreport/2015/en/index.html.
45
Valkenburg, P. M., Schouten, A. P. and Peter, J. (2005). Adolescents' identity experiments on the Internet. New Media and Society. 7(3), 383-402.
46
Viglianisi, F.M. and Sabella, G. (2011). Biodiversity, Environmental Education and Social Media. Biodiversity Journal. 2(4), 195-200.
47
Wang, H, C. and Chiu, Y.F. (2011). Assessing e-learning 2.0 system success; Computers & Education. 57, 1790-1800.
48
Yang, S.C. and Tung, C.J. (2007). Comparison of Internet addicts and non-addicts in Taiwanese high school. Computers in Human Behavior.23 (1), 79-96.
49
Yang, Y.T.C. (2008). A catalyst for teaching critical thinking in a large university class in Taiwan: Asynchronous online discussions with the facilitation of teaching assistants. Educational Technology Research and Development. 56 (3), 241-264.
50
Zaidieh, A. J. Y. (2012). The Use of Social Networking in Education: Challenges and Opportunities. World of Computer Science and Information Technology Journal (WCSIT).2(1), 18-21.
51
Zita, M., Burger, C. and Scholtz, B. (2014). The Use of Social Media as an Enabler to Create Environmental Awareness of Staff in Higher Education. Proceedings of the 28th EnviroInfo 2014 Conference, Oldenburg, Germany, September 10-12, 2014, 1-8.
52
ORIGINAL_ARTICLE
A Pathological Study of the Curriculum Renewal Process (CRP) Based on Education for Sustainable Development (ESD) Strategic Approach at Shiraz University
Recently, sustainability has emerged as a core context for 21st Century living, to maintain or improve our quality of life without compromising the ability of future generations to meet their own. This has led to the sustainable development as a basis for overcoming the environmental challenges. The purpose of this research is a pathology study of the curriculum renewal process based on education for the sustainable development strategic approach at Shiraz University for undergraduate courses. The research tools were designed following the Helix model (Desha & Hargroves, 2011) for Rapid Curriculum Renewal. After assessing its validity and reliability, the samples were distributed among the individuals and the final data were analyzed by mean and standard deviations of descriptive statistics method. The statistical population consists of members of the curriculum development council at Shiraz University. Using purposeful sampling method, 54 people were selected as members of the analytical sample. The results showed that in the ‘prepare' stage of the curriculum renewal process at Shiraz University, the mean of element ‘identify graduate attributes', in the ‘explore' stage of the mentioned process , the mean of elements ‘ identify graduate attributes' and continually monitor and evaluate, in the ‘test &pilot' stage of the process, the mean of elements ‘ identify graduate attributes', ‘continually monitor and evaluate' and ‘implement program', and in the ‘integrate' stage of the process the mean of elements ‘identify graduate attributes', ‘ continually monitor and evaluate' and collaborate Internally and externally, were lower than the standard mean and were considered as some defects.
https://ee.journals.pnu.ac.ir/article_4964_aeee5afe4aecd54608adedb8e688c094.pdf
2018-08-23
67
78
.Sustainable Development
Curriculum Renewal Process
Rapid Curriculum Renewal
Education For Sustainable Development
مهدی
محمدی
mehdi45ir@yahoo.com
1
گروه مدیریت و برنامهریزی آموزشی، دانشگاه شیراز
LEAD_AUTHOR
رحمت الله
مرزوقی
rmarzoghi@rose.shirazu.ac.ir
2
گروه مدیریت و برنامهریزی آموزشی، دانشگاه شیراز
AUTHOR
حعفر
ترک زاده
3
گروه مدیریت و برنامهریزی آموزشی، دانشگاه شیراز
AUTHOR
قاسم
سلیمی
salimi.shu@gmail.com
4
گروه مدیریت و برنامهریزی آموزشی، دانشگاه شیراز
AUTHOR
آنا
قاسمیان دستجردی
anghasemian@gmail.com
5
دانشگاه شیراز
AUTHOR
Ahmad, S. (2015). Public and private higher education financing in Nigeria. European Scientific Journal, March 2015, 11(7), 92-109.
1
Anderson, R. S. (1998). “Why talk about different ways to grade? The shift from traditional assessment to alternative assessment”. San Francisco: Jossey-Bass, 5-16.
2
Barrie, S. (2006). "Understanding what we mean by generic attributes of graduates." Higher Education, 51, 215–241.
3
Chhokar, K. B. (2010). "Higher education and curriculum innovation for sustainable development in India." International Journal of Sustainability in Higher Education, 11(2), 141-152.
4
Concoran, P. and Wals, A. (2008). "Higher Education and the Challenge of Sustainability-Problematics, promise, and practice." Kluwer Academic Publishers, Boston.
5
Desha, C. & Hargroves, K. C. (2011). "Informing engineering education for sustainable development using a deliberative dynamic model for curriculum renewal." In Proceedings of the Research in Engineering Education Symposium 2011- Madrid.
6
Erdelen, W. (2009). ": The New Dynamics of Higher Education and Research for Societal Change and Development." Plenary Session 1 – Trends in Global Higher Education, Co-Chair Introduction, 2009 World Conference on Higher Education, Paris, 6–9 July 2009.
7
Farid, D. Nejati, M. & Mirfakhredini, H. (2008). "Balanced scorecard application in universities and higher education institutes: Implementation guide in an Iranian context." Annals of University of Bucharest, Economic and Administrative Series, Nr. 2 (2008) 31-45.
8
Ferrer-Balas, D., Adachi, J., Banas, S., Davidson, C.I., Hoshikoshi, A., Mishra, A., Motodoa, Y., Onga M., & Ostwald M. (2008). "An international comparative analysis of sustainability transformation across seven universities." International Journal of Sustainability in Higher Education, 9(3), 295-316.
9
Hargroves, K. and Smith, M. (2007). "The Natural Advantage of Nations: Business opportunities, governance, and innovation in the 21st century”, Earth scan. London, 1(6), 3-8.
10
Hoy, W. K., Miskel, C. G. & Tarter, C. J. (2012). “Educational administration: theory, research, and practice (9th ed.)”. New York: McGraw-Hill Humanities/Social Sciences/Languages.
11
Johnston, A. (2006). “Higher education for sustainable development." Final Report of International Action Research Project seconded to the OECD from Forum for the Future.
12
Khorasgani, F. M. (2008). "Higher education development and economic growth in Iran." Education, Business, and Society: Contemporary Middle Eastern Issues, 1 (3), 162-174.
13
Lodewijks, J. (2011). "The elephant in the room: conflicting demands on academics in Australian Higher Education." Australasian Journal of Economics Education, 8(1), 17-40.
14
Longhurst, J. (2014). “Education for Sustainable Development and the Quality Management and Enhancement Framework." The University of the West of England, Bristol.
15
Mebratu, D. (1998). "Sustainability and sustainable development: Historical and conceptual review." IMPACT ASSES REV 1998;18, 493–520.
16
Mehrmohammadi, M. & Mahmodi, F. ( 2012). “upside-downness: A New Approach to Curriculum Design in Professional Fields (with emphasis on Education)." Journal of Higher Education Curriculum Studies, 3(6), 141-177.
17
O'Connor, I. (2006). "Earth Dialogues Dinner." Keynote Address, Brisbane, Australia, 21–24 July 2006.
18
Rappaport, A. & S. H. Creighton (2007). "Degrees that Matter." Cambridge, MA, MIT Press.
19
Reynolds, J. and Skilbeck, M. (1976). "Culture in the Classroom." Open Books, London.
20
Scott, R. H. (2009). "Sustainable curriculum, the sustainable university." Berkeley Electronic Press, culture, 2(15), 122-129.
21
Selby, D. (2007). “As the heating happens: Education for sustainable development or education for sustainable contraction?”. International Journal of Innovation and Sustainable Development, 2(3/4), 249-267.
22
Smith, M., Hargroves, K., Stasinopoulos, P., Stephens, R., Desha, C. and Hargroves, S. (2007). "Energy Transformed: Sustainable energy solutions for climate change mitigation." The Natural Edge Project, CSIRO, Griffith University, Australia.
23
Sutherland, T. E. (1996). "Emerging issues in the discussion of active learning." San Francisco: Jossey-Bass, 91.
24
Tamura, M. & T. Uegaki (2012). "Development of an educational model for sustainability science: Challenges in the Mind-Skills-Knowledge education at Ibaraki University." Sustainability Science , 7(2), 253-265.
25
World Commission on Environment and Development. (1987). Our Common Future. London: Oxford University Press.
26
Yosefi, A. (2014). "The Status and Role of Education in Sustainable Development." The First National Issues of Sustainable Development in Education Sciences and Psychology, Social and Cultural Studies, Tehran, Mehr Arvand Institute of Higher Education, Center for Sustainable Development Strategies, EPSCONF01_487.
27
ORIGINAL_ARTICLE
Importance of Environmental Education in the Creation of Environmental Attitude and Behavior on Solid Waste Management
When we can make emphasis on recycling and processing materials, that enough energy and materials are not available. Rapid population growth and excess urban development are a significant cause of the destruction of the environment and natural resources. To achieve sustainable development, the human need to manage the waste. One way to manage waste can be done through environmental education; of course, this possibility depends on a positive attitude in this regard. This is applied research. The semi-experimental research method was employed in this study, which was carried out using a pretest-posttest design involving control and experimental groups. The statistical population consisted of girls and boys in the sixth grade of two elementary schools, and a prepared questionnaire was employed as the tool for measuring the students' environmental attitude and behavior concerning the methods for less waste production, reuse, and recycling before and after the education program. The related experts and its reliability confirmed the validity of the questionnaire by Cronbach's alpha coefficient of 0.8. The students were taught topics on resources available in the world, the scarcity of these resources, and the methods for less waste production, reuse, and recycling. The obtained data was analyzed for the independent groups using Levene's test and T-test. Results indicated that there is a significant difference between the girls and boys' mean environmental attitude and behavior concerning less using and less waste production, reuse and recycling waste before and after the education program. Overall attitude and behavior levels of the girls and boys concerning the taught subjects increased after the education program. However, the environmental attitude and behavior level of the boys in this regard increased more compared to the girls.
https://ee.journals.pnu.ac.ir/article_4965_2cca84a2432ec3a424952e468166a589.pdf
2018-08-23
79
90
Environmental Education
Environnemental attitude
Environnemental behavior
Reduce
Reuse
Recycle
خاطره
فیض بخش واقف
khatereh_v@yahoo.com
1
دانشگاه پیام نور و مرکز منطقه ای بازل
LEAD_AUTHOR
سید محمد
شبیری
azari21@yahoo.com
2
گروه آموزش محیط زیست و کرسی یونسکو در آموزش محیطزیست، دانشگاه پیام نور
AUTHOR
Abdoli, M.A. (2006). Municipal solid waste recovery(Reduce-Reuse-Recycle).University of Tehran.p1, 2.
1
Anonymous.(2014).Planet Protectors Club. Reduce, Reuse, Recycle Recourses For Kids. Available online at http://www.epa.gov.
2
Cutter – Mackenzie, A. (2010). Australian waste wise schools program: Its past, present, and future. The Journal of Environmental Education, 41(3), 165-178.
3
Evans, S. M., Gill, M.E., Marchant, J.( 1996). School children as educators: The indirect influence of environmental education in schools on parents' attitude towards the environment, Jbiol Education, 3094).
4
Ferrer, P.(2015).Student waste management practices: Association to Demographic Profile. International Journal of Science and Technology, (1),125-134.
5
Glenn, A. V. (2009). Proximity to environmental hazards and reported illness in peri-urban households of the Dominican Republic.http://www.cee.mtu.edu/peacecorps/studentfile/vorhes.pdf[April 12, 2012]
6
Ismail, R.(1999). Communication strategies in implementation of the 3Rs Mobius programme (Reduce, Reuse, Recycle) in Malaysian secondary's schools. MS.c. Thesis.Putra University, Malaysia.
7
Khaki, G. (2012). Researching methods with the approach of the dissertation. Third edition. Tehran: Foojan publisher.
8
Mbalisi, F.O. (2009).Methods and materials for environmental adult education. Unpublished municipal. The University of Port Harcourt.
9
Mrema, K.(2008). An assessment of student’s Environmental attitude and behaviors and the effectiveness of their School Recycling programs. MSc. Thesis. Dalhousie University, Canada.
10
Oreyomi, M.K. (1998). Selected Topics on Environmental Health. Lagos: Kinson press.
11
Palmer, J. A. (2010). Environmental Education in the 21st Century.Translated by Khorshiddost, A., Second Edition. Tehran: Samt publisher.
12
Rezai, M .liaghati, H and .Mostafavi, H. (2013).Environmental education and sustainable development, promotion of society Environmental culture, environmental education book. First Volume . Tehran: Kianmehr publisher.
13
Roch, D. (2006). A guide for a large organization to reduce, reuse and recycle. Available online at http://www.Raceagainstwaste.ie.
14
Scholz, R. W.(2011). Environmental Literacy in Science and Society, From knowledge to decision book. Cambridge :Cambridge University Press.
15
Simpson, F.S. and Java, R.(2002). New state law promotes school recycling and better k-12 Environmental Education: Sen. Torlakson, Cal/EPA horar concord High's recycling efforts. California integrated waste management board. Available online at http://www.ciwmb.ca.gov.
16
United Nations: Department of Economics and Social Affairs Division for Sustainable development .(2009). Waste (solid).http://www.un.org/esa/dsd/sus.dev[April 20, 2012]
17
Waste Awareness Business.(2009).Waste Hierarchy- What level have you reached? http://wasteaware business. wordpress.com/2009/ 03/04/waste- hierachy-what-level-are-you-at[May 3, 2012]
18
WRAP. (2008). Report into the nature and scale of waste produced by schools in England. Available online at http:// www.wrap.org.uk.
19
Zamani Moghadam, A. and Saeedi, M.(2011). Determine the effect of the environment on increasing the knowledge, attitude, and behavior of the teachers of primary schools in the tenth area of ministry of education. The first national conference and the third specialized exhibition environmental education. Payame Noor University.
20
ORIGINAL_ARTICLE
Energy Literacy: Review of Knowledge, Attitude, and Behavior of Middle School Students in the City of Orumiyeh
Energy literacy is essential in decisions related to energy and energy application in our daily lives, and various levels of knowledge and awareness about energy can affect on the activities and personal and social decisions. The aim of this study is investigating energy literacy of the middle school students. The research method is descriptive-survey. The study population consisted of all male and female middle school students in the city of Orumiyeh (35835). This study applied random cluster sampling. According to Morgan and Krejcie table (1970), a sample of 380 subjects (199 boys and 181 girls) were selected from among all students in Urmia city. The data collection tool is the energy literacy questionnaire provided by DeWaters, Graham and Powers (2013) that professors and experts have confirmed its validity. Cronbach's alpha established the reliability of questionnaire and obtained in the three domains of cognitive, affective and behavioral respectively, 0.71, 0.75 and 0.76. Data collected from the survey were analyzed using independent samples t-test, one-way analysis of variance (ANOVA) and Pearson correlation coefficient. Results of the survey questions indicated that the cognitive scores of students were lower than the affective and behavioral scores. Findings also indicate that relationship between cognitive-affective aspects and affective -behavioral aspects was positive and significant, but the relationship between the cognitive-behavioral aspects was not significant. Evaluate the performance of students based on age and gender showed that girls and boys in cognitive scores were significantly different, but there was no significant difference between genders in affect and behavior. The difference between the average scores of Seventh and eighth grades, eighth and ninth grades were significant. Eighth-grade students had better performance than seventh and eighth grades.
https://ee.journals.pnu.ac.ir/article_4966_115e8f2652eed08c2eb064d7d770017c.pdf
2018-08-23
91
102
.Energy Literacy
Energy Education
The Middle School
سمیه
مولا
molasomayyeh@yahoo.com
1
دانشجوی دکتری، دانشگاه تبریز
AUTHOR
اسکندر
فتحی آذر
e-fathiazar@tabrizu.ac.ir
2
گروه علوم تربیتی، دانشگاه تبریز
LEAD_AUTHOR
یوسف
ادیب
yousef_adib@yahoo.com
3
گروه علوم تربیتی، دانشگاه تبریز
AUTHOR
عبدالرحمان
نامدار
4
گروه فیزیک اتمی و مولکولی،دانشگاه تبریز
AUTHOR
Abbaspoor, M., Ahadi, H., Mahmoudi, M. & Kargari, N. (2004). “Cultural and Psychological Effects of short-term training courses for the general public to reduce energy consumption and environmental protection." Environmental Science and Technology, 5(4), 1-18.
1
Ajzen, I. (1991). “The theory of planned behavior." Organizational Behavior and Human Decision Processes, 50(2), 179-211.
2
Ajzen, I., Fishbein, M. (1980). “Understanding attitudes and predicting social behavior." Englewood Cliffs, NJ: Prentice-Hall.
3
Akhondi, M., Poorshafei, H. & Rashidi, F. (2014). “The role of human resources in sustainable development approach to higher education." Proceedings of the Second Conference on Higher Education and Sustainable Development. 84-67.
4
Alp, E., Ertepinar, H., Tekkaya, C. & Yilmaz, A. (2008). “ A Survey on Turkish Elementary School Students’ Environmental Friendly Behaviours and Associated Variables." Environmental Education Research, 14 (2), 129–143.
5
Attari, S. Z., DeKay, M. L., Davidson, C. I. & Bruine de Bruin, W. (2010). “Public perceptions of energy consumption and savings." In Proceedings of the National Academy of Sciences, 107(37), 16054–16059.
6
Ayers, J. B. (1977). “ Rural elementary children's attitudes toward the energy crisis." School Science and Mathematics, 76(3), 238-240.
7
Bamberg, S. & Moser, G. (2007). “Twenty Years after Hines, Hungerford, and Tomera: A New Meta-Analysis of Psycho-Social Determinants of Pro-Environmental Behavior." Journal of Environmental Psychology, 27(1), 14-25.
8
Barrow, L. H. & Morrisey, J. T. (1987). “Ninth-grade students' attitudes toward energy: a comparison between Maine and New Brunswick." The Journal of Environmental Education, 18(3), 15-21.
9
Barrow, L. H. & Morrisey, J. T. (1989). “Energy literacy of ninth-grade students: A comparison between Maine and New Brunswick." Journal of Environmental Education, 20(2), 22–25.
10
Bittle, S., Rochkind, J. & Ott, A. (2009). “The energy learning curve: Public Agenda." Retrieved from http://www. publicagenda.org/reports/energy.
11
Bodzin, A. (2011). “What do eighth-grade students know about energy resources? ” Paper presented at the 2011 National Association for Research in Science Teaching (NARST) Annual Meeting, Orlando.
12
Bodzin, A.M., Peffer, T. & Kulo, V. (2012). “The Impact of a Geospatial Technologies-Integrated Curriculum to Promote Energy Literacy." Paper presented in the 2012 Association for Science Teacher Education (ASTE) Annual Meeting in Clearwater Beach, FL.
13
Boyes, E. & Stanisstreet, M. (1990). “Pupils' ideas concerning energy sources." International Journal of Science Education, 12(5), 513–529.
14
Chen, S. J., Chou, Y.C., Yen, H.Y. & Chao, Y.L. (2015). “Investigating and structural modeling energy literacy of high school students in Taiwan." Energy Efficiency, 8(4),791–808.
15
DeWaters, J. E. & Powers, S. (2008). “Energy literacy among middle and high school youth." Paper presented at the 38th ASEE/IEEE Frontiers in Education Conference, Sarasota.
16
DeWaters, J. E. & Powers, S. (2013). “Establishing measurement criteria for an energy literacy questionnaire”. Journal of Environmental Education, 44(1), 38-55.
17
DeWaters, J. E. (2011). “ Energy Literacy and the Broader Impacts of Energy Education among Secondary Students in New York State." Dissertation of Ph.D., Clarkson University.
18
DeWaters, J. E., Powers, S. & Graham, M. (2007). “Developing an energy literacy scale. American Society for Engineering Education”. Proceedings of the 114th Annual ASEE Conference & Exposition, Honolulu, HI.Retrievedfromhttp://www.clarkson.edu/highschool.
19
DeWaters, J. E., Qaqish, B., Graham, M. & Powers, S. (2013). “Designing an energy literacy questionnaire for middle and high school youth." Journal of Environmental Education, 44(1), 56-78.
20
Fortus, D., Sutherland Adams, L.M., Krajcik, J. & Reiser, B. (2015). “Assessing the Role of Curriculum Coherence in Student Learning About Energy." Journal of Research in Science Teaching, 52(10), 1408–1425.
21
Fotros, M.H; Barati, J. (2010). “Analysis of carbon dioxide emissions resulting from energy consumption to economic sectors in Iran: an analytical Shakhs." Energy Economics Studies, 28, 49-73.
22
Glini, M. (2010). “The role of knowledge management in enabling teachers." Educational Technology, 3 (26), 12-14.
23
Herrmann-Abell, C. F. & Deboer, G. E. (2011). “Investigating Students Understanding of Energy Transformation, Energy Transfer, and Conservation of Energy Using Standards-Based Assessment Items." Paper presented at the 2011 NARST Annual Conference in Orlando, FL.
24
Herrmann-Abell, C.F. & Deboer, G. E. (2015). “Using Rasch Modeling to Explore Students’ Understanding of Elementary School Ideas About Energy." Paper presented at the NARST Annual Conference, Chicago.
25
Hines, J. M., Hungerford, H. R. & Tomera, A. N. (1986). “Analysis of research on responsible environmental behavior: A meta-analysis." Journal of Environmental Education, 18(2), 1–8.
26
Holden, C. C. & Barrow, L. H. (1984). “Validation of the test of energy concepts and values for high school." Journal of Research in Science Teaching, 21(2), 187-196.
27
Holmes, B. (1978). “Energy: Knowledge and attitudes, a national assessment of energy awareness among young adults." Denver, CO: National Assessment of Educational Progress.
28
Jennings, P. & Lund, C. (2001). “Renewable energy education for sustainable development." Renewable Energy, 22(1-3), 113–118.
29
Jennings, P. (2009). “New directions in renewable energy education. Renewable Energy, 34(2), 435–439.
30
Kandpal, T. C. & Garg, H. P. (1999). “Energy education." Applied Energy, 64(1-4), 71–78.
31
Lawrenz, F. & Dantchik, A. (1985). “Attitudes toward Energy among Students in Grades 4,7 and High School”. School Science and Mathematics, 85(3), 189–202.
32
Lawrenz, F. (1983). “Student Knowledge of Energy Issues." Schoo science and mathematics, 83(7), 587–595.
33
Lawrenz, F. (1988). “Prediction of student energy knowledge and attitudes." School Science and Mathematics, 88(7), 543–549.
34
Lee, L.S., Lee, K.C., Altschuld, J.W. & Pan, Y.J. (2015). “ Energy literacy: Evaluating knowledge, affect, and behavior of students in Taiwan." Energy Policy, 76, 98–106.
35
Liarakou, G., Gavrilakis, C. & Flouri, E. (2009). “Secondary School Teachers’ Knowledge and Attitudes Towards Renewable Energy Sources." J Sci Educ Technol, 18,120–129.
36
Maleki, H. (2007). “The Principles of curriculum development in Secondary education." Tehran: SAMT publications.
37
Manville, J. (2007). “New survey finds most Americans incorrectly believe cars and trucks consume more energy than homes." Retrieved from http://eon.businesswire.com
38
Matthews, W. (1978). “Practical use of energy in the home." Journal of Consumer Studies and Home Economics, 2, 99-118.
39
Mehri, A., Mazlomi, S. & Moravvati, M.A. (2010). “The effect of education on the theory of planned." Journal of payesh, 11( 1), 13-20.
40
Morrisey, T.J. & Barrow, L. (1984). “ A review of energy education: 1975 to NEED 1981”. Science Education, 68(4), 365-379.
41
Nikokar, A. & Amiri, H. (2012). “ The role of higher education in achieving sustainable development of the modern theory of development." Proceedings of the Second Conference on Higher Education and Sustainable Development. 124-113.
42
Noorani Azad, M. (2014). “The impact of education on saving energy consumption." Proceedings of the Conference on environmental education, culture and ethics.
43
Peer, S., Goldman, D. & Yavetz, B. (2007). “Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students." The Journal of Environmental Education, 39 (1), 45–59.
44
PetroEnergy Information Network (2014), Available at: www.shana.ir
45
Reiner, D. M. (2008). “ From public understanding to public policy: Public views on energy, technology & climate science in the United States." Working Paper EPRG0607: Electric Policy Research Group, University of Cambridge.
46
Rezapour Kamalabad, H. (2008). “Management of electrical energy consumption in middle school education. 6th National Energy Congress.
47
Rodriguez, S. I., Roman, M. S., Sturhahn, S. C. (2002). “ Sustainability assessment and reporting for the University of Michigan Ann Arbor Campus." A project submitted in partial fulfillment of requirements for the degree of master of science, University of Michigan.
48
Rosalyn, M. (2002). “Education for sustainable development toolkit version 2”. Available at: www.esdtoolkit.org.
49
Rules, A. (2005). “Elementary students' ideas concerning fossil fuel energy." Journal of Geoscience Education, 53(3), 309-318.
50
Segovia, V. M. (2010). “Transforming mindsets through education for sustainable development." International encyclopedia of education pages 746-752.
51
Shelton, S. (2008). “Energy pulse survey shows a mix of raising awareness, confusion about energy and renewables." Energy Efficiency, 8,791–808
52
Shobeiri, S. M., Larijani M. & daught Zainaly, S. (2016). “ Energy literacy education to operationalize environmental behavior." Iranian Journal of energy, 18(4), 133-140.
53
Solomon, J. (1992). Getting to know about energy: In school and society. London: The Falmer Press.
54
Tikka, P. M., Kuitunen, M. T. & Tynys, S. M. (2000). “Effects of Educational Background on Students’ Attitudes, Activity Levels, and Knowledge concerning the Environment." The Journal of Environmental Education, 31 (3), 12–19.
55
Tuncer, G., Ertepinar, H. Tekkaya, C. & Sungur, S. (2005). “Environmental Attitudes of Young People in Turkey: Effects of School Type and Gender." Environmental Education Research, 11 (2), 215–233.
56
UNESCO(2009). “Review of Contexts and Structures for Education for Sustainable Development." Available at: http://www.unesco.org.
57
Valhov, S. J. & Treagust, D. F. (1988). “Students' knowledge of energy and attitudes toward energy conservation." School Science and Mathematics, 88(6), 452-458.
58
Yergin, D. (2011). “The Quest: Energy, security, and the remaking of the modern world." New York, NY: Penguin Press.
59
Zare Shah Abadi, A., Hajizadeh Meimandi, M., Lotfaliany, A. M. & Soleimani, Z. (2013). “Socio-Cultural factors affecting energy consumption patterns of households in Yazd." Quarterly journal of energy policy and planning research, 1(3), 17-50.
60
Zografakis, N., Menegaki, A. N. & Tsagarakis, K. P. (2008). “Effective education for energy efficiency." Energy Policy, 36(8), 3226–3232.
61
ORIGINAL_ARTICLE
Larestan A ̅b-Anba ̅rs: A Fine Congruity between Sustainable Architecture and Sustainable Tourism
The predecessors were very careful in dealing with the environment when trying to meet their needs. Without inflicting any harm on the environment, they utilized best out of the least possible in the environment. In the past, the architecture practiced in Iran made use of all that the surrounding environment and climate capacities. In doing so, architecture never weak or wreck the structure and the nature of environment, but its purpose was to consolidate the surrounding environment. Being acquainted with the natural, economic, social, and other capacities of a region enables the tourism planner to come up with a sustainable tourism development for the region based on its current status and potential. This paper was an attempt to study Larestan’s b-Anb rsand examine their potential impact on the development of tourism in Larestan County by drawing a connection between the principles and elements of sustainability with the architecture of these b-Anb rs. Accordingly, the present research, using a comparative research method, aimed at comparing the principles of sustainable and compatible, with the environment, architecture with the structure of b-Anb rs.The results indicated that the climate of Larestan County had an underlying influence through a historical process on the quality and construction of b-Anb rs. Both in the construction and use of b-Anb rs, special attention must have been paid to the principles of sustainable architecture such as energy conservation, climate compatibility, reducing the use of new resources and materials, meeting the needs of the locals, being in harmony with the environment and the site of construction, holism, and the protection of residential areas against the atmospheric agents. Using accessible and native methods, optimal use had been made of the atmospheric agents. In this regard, Larestan are the real examples of adaptation to the climatic conditions and factors. Far from causing any damage to the environment, the architecture of these water reservoirs is compatible with the environment and is actually devised in a fashion to protect it. Larestan, despite its enormous potential and capabilities as regards tourism, it has not yet found its true place in Iran’s promising tourism industry. With respect to this dormant source of tourism, both the central government and people in the region should pay more attention to restoring and using these water storage facilities.
https://ee.journals.pnu.ac.ir/article_4967_ae0b6619bb90d91fa059395f0b066057.pdf
2018-08-23
103
120
Sustainable architecture
sustainable tourism
A ̅b-Anba ̅rs
Larestan
لیدا
مودت
lidamavadat@gmail.com
1
گروه تاریخ دانشگاه شهید چمران اهواز
LEAD_AUTHOR
جواد
موسوی دالینی
javad_shirazu@yahoo.com
2
گروه تاریخ دانشگاه شیراز
AUTHOR
Abedini, M., Saeidi, M. and Alem-Zadeh, M. (1995). , The Great Islamic Encyclopedia (Vol. 1). Tehran: The Centre for Great Islamic Encyclopedia.
1
Ahmadi, F. (2005). The central courtyard in the architecture of Iran. Soffeh, 41(3-4), 90-120. Retrieved from: http://sofeh.sbu.ac.ir/article/view/1671/1670#.
2
Alam-al-Hoda, H. and Attarha, S. (2003). Water in Persian architecture. The Months of Art, 57&58, 84-91.
3
Alpago Novello, A., Mehryar, M., Roboubi, M., Flamaki, M. and Dadkhah, M. (2008). Architettura popolare. Tehran: Faza publication.
4
Arasteh, M., & Taghvaee, A. A. (2012). Comparative analysis of role in spatial structure of Iranian historical cities (case of study: Yazd and Lar cities). Journal of Studies on Iranian-Islamic City, 10, 97-106. Retrieved from https://www.researchgate.net/publication/283322111_Comparative_Analysis_of_ _Role_in_Spatial_Structure_of_Iranian_Historical_Cities_Case_of_Study_Yazd_and_Lar_cities
5
Ayatollah Zadeh Shirazi, B. (1970). on the margin of the desert. Archeology and the Iranian Art, 5.http://www.sid.ir/Fa/Journal/JournalListPaper.aspx?ID=4987.
6
Bossel, H. (1999). Indicators for sustainable development: theory, method, applications. Canada: International Institute for Sustainable Development (IISD).
7
Falamaki, M. M. (1992). The formation of architecture in the experience of Iran and the West. Tehran: Faza publication.
8
Farshad, M. (1997). The history of engineering in Iran. Tehran: Eslimi publication.
9
Fars Housing and Urban Development Organization. (1991). Design and development consultant engineers, The Comprehensive Design of the City of Lar.
10
Ghiasvand, J. (2007). Architecture interaction with renewable energies. International Monthly Magazine of road and Building, 38, 22-27.
11
Ghobadian, V. (1993). Climatic analysis of the Iranian traditional buildings. Tehran: Tehran University Publications.
12
Heeney, D. (1995). Development and demonstration of sustainability indicators for the Ontario transportation sector. In Communication to the Fourth International Conference of the Greening of Industry Network: Research and Practice: Learning to Build Sustainable Industries for Sustainable Societies. Toronto, Canada.
13
Hushmand, H. (2004). Mirab, a brief review of ancient aquatic installations in Larestan. Shiraz: Looza.
14
Jodat, M. R. (2006). Sustainable architecture. Iranian Architecture, 25, 3-4.
15
Kardavani, P. (1985). Geography of soils. Tehran: Tehran University Publications.
16
Kardavani, P. (1992). Resources & Problems of Water in Iran, (2nd volume, Salty Waters, Problems & Ways of Using them). Tehran: Ghoomes.
17
Kardavani, P. (1999). Dry regions. Tehran: Tehran University Publications.
18
Kazemi, A., Boustani, F. and Taleb Bidokhti, N. (2011). The architecture of in the natural environment of Larestan. Journal of Physical Geography, 11, 107-123.
19
Mahmoudi, M. M. and Niku Ghadam, N. (2008). The use of architectural design methods for decreasing environmental pollutions caused by housing development. Honarhay-e Ziba, 35, 40-54.
20
Malazem Hosseini, M. (2009). : A reflection of native architecture. Second National Conference on Native Technologies of Iran, Iran University of Science and Technology.
21
Maserat, H. (2010). An investigation into the Yazd . Tehran: Andishmand.
22
Memarian, GH. (1993). A survey of in Yazd. Iran University of Science and Technology publications.
23
Memarian, GH. (2008). The architecture of Iranian . Part of the research project of Iran Water Management Company.
24
Mohseni, R. A. (2010). Sustainable tourism in Iran: Functions, challenges, and solutions. Geographic Space, 9(28), 149-171.
25
Mukoko, S. (1996). On sustainable urban development in sub-Saharan Africa. Cities, 13(4), 265-271.
26
Pearce, D. G. (1989). Tourist development. Longman Group Limited.
27
Pirnia, M. K. (2005). Stylistics of Iranian architecture, collected by: GH. H. Memarian. Tehran: Soroosh Danesh.
28
Pirnia, M. K. (2013). Introduction to Islamic architecture in Iran. Tehran: Soroosh Danesh.
29
Sa’din, B. (1992). The interaction between the people and Larestan natural environment, Larestan traditional . Milad-e Larestan, 1.
30
Saflaie, F. (2003). Exploring concepts and experiences of sustainable architecture. Abadi Journal, 14(42), 62-67.
31
Vosoghi, M. B. (1992). The history of Larestan from the historian Seyed Ala-ed-din. Tehran: Rahgosha publication.
32
Vosoghi, M. B. (2001). Larestan. Tehran: Daftar-e Pazhuhesh-haye Farhangi.
33
Watson, D. (1993). Climatic design: Energy-efficient building principles and practices. USA: McGraw-hill.
34
WCED .(1987). Our common future: Report of the World Commission on Environment and Development. London: Oxford University Press.
35
World Conservation Union.(1994). UN Environment program and world wide fund for Nature.
36
Zandiyeh, M. and Parvardi, N. S. (2010). Sustainable development and its concepts in housing architecture of Iran. Journal of Housing and Rural Environment, 29(130), 2-21. Retrieved from: http://jhre.ir/article-1-36-en.html.
37
Zargar, A. (2005). An introduction to the Iranian rural architecture. Tehran: Shahid Beheshti University press.
38
Zomorshidi, H. (2012). Iran architecture: Conducting buildings with traditional materials. Tehran: Zomorod.
39