ریشه‌‏یابی علل حاشیه‌‏ای شدن ارائه درس شناخت محیط‏ز‌یست در آموزش عالی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه مرتع و آبخیزداری، دانشکده منابع طبیعی و محیط‌زیست، پژوهشکده آب و محیط‌زیست، دانشگاه فردوسی مشهد، مشهد، ایران.

2 دانشجوی کارشناسی ارشد آموزش محیط‌زیست، گروه برنامه‌ریزی، مدیریت و آموزش محیط‌زیست، دانشکده محیط‌زیست، دانشگاه تهران، ایران

چکیده

هدف مطالعه حاضر، ریشه‌یابی علل حاشیه‌ای شدن ارائه درس شناخت محیط‌زیست است. پژوهش حاضر با رویکرد کیفی، به روش نظریه داده بنیاد و با حضور جمعی از خبرگان صورت گرفت. جامعه آماری پژوهش شامل معاونان آموزشی کلیه دانشکده‌های دانشگاه فردوسی مشهد، استادان تخصصی درس و مسئولان اجرایی اداره کل حفاظت محیط‌زیست استان خراسان رضوی بودند. از طریق نمونه‌گیری هدفمند، با جامعه آماری هدف مصاحبه نیمه‌ساختاریافته انجام شد. مصاحبه‌ها تا زمان دستیابی به حد اشباع نظری ادامه یافت و پس از ضبط، پیاده‌سازی و کدگذاری، مضامین اصلی و فرعی احصاء شد. یافته‌ها نشان داد شرایط علی حاشیه‌ای شدن ارائه درس شناخت محیط‌زیست، «اجباری نبودن ارائه»، «تعارض منافع میان مدعیان ارائه»، «عدم پایش کمیت و کیفیت ارائه این واحد»، «عدم مرتبط‏سازی محتوای این واحد برای گروه رشته‌های مختلف» و «ضعف در اطلاع‌رسانی و تبیین اهمیت ارائه این درس» بود. شرایط زمینه‌ای شامل «گذار مدیریتی و تعارض دیدگاه مدیران آموزشی» و «عدم اطلاع و کنشگری دانشجویان»، شرایط مداخله‌گر شامل «نداشتن کتاب درسی و عدم شفافیت برنامه درسی» و «مقاومت در مقابل محتواها و مدرسان جدید» بود. هم‌چنین راهبردهای مقابله با این موضوع، «ایجاد مرجعیت ارائه و نظارت بر ارائه این درس در سطح وزارت عتف»، «اجباری شدن ارائه درس»، «تهیه کتاب درسی، تنظیم برنامه درسی و گروه تخصصی مدرسان» و «برنامه‌ریزی برای تلفیق آموزش‌های نظری با بازدیدهای میدانی» بود. پیامدهای ارائه اثربخش این درس نیز «آموزش همگانی و آگاهی‏افزایی محیط‌زیستی»، «تقویت روحیه کنشگری محیط‌زیست در میان دانشجویان» و «ساماندهی آموزش محیط‌زیست و تجربه طبیعت در سطح آموزش عالی» پیش‌بینی شد. یافته‌ها نهایتاً در قالب مدل پارادایمی ارائه شدند تا رهیافتی جامع فراروی سیاست‌گذاران قرار دهند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the Causes of the Marginalization of Introduction to Environmental Science Courses in Higher Education in Iran

نویسندگان [English]

  • Mahdi Kolahi 1
  • Amirali Boroumand 2
1 Assistant Professor, Department of Rangeland and Watershed Management, Faculty of Natural Resources and Environment, Water and Environment Research Institute, Ferdowsi University of Mashhad, Mashhad, Iran
2 Master Student of Environmental Education, Department of Planning, Management and Environmental Education, Faculty of Environment, University of Tehran, Tehran, Iran
چکیده [English]

The present study aims to identify the factors that cause the marginalization of the presentation of the INTRODUCTION TO THE ENVIRONMENT course. The research was conducted using a qualitative approach, specifically the Grounded Theory Method, with the participation of professionals and experts in a Delphi panel. The study's participants included teaching Vice-Chancellors of all faculties at Ferdowsi University of Mashhad, Iran, specialized professors of the course, and executive officials at the Department of the Environment of Razavi Khorasan Province. A semi-structured interview was conducted through targeted sampling. The interviews continued until theoretical saturation was reached, and the resulting transcripts were analyzed and coded to identify the main and secondary topics. The results show that the causal conditions for the marginalization of the course presentation are "non-compulsory presentation," "conflict of interests among the presenters," "lack of monitoring the quantity and quality of the presentation of this course," "lack of integration of the course content across different academic disciplines," and "weakness in informing and explaining the importance of presenting this course." The contextual conditions include "management transition and conflict of views among educational managers" and "lack of information and activism among students." The intervening conditions are "lack of textbooks and curriculum transparency" and "resistance to new contents and lecturers." Proposed strategies to address these issues include "creating the authority to present and monitor the course," "making the course compulsory," "preparing textbooks, setting the curriculum, and establishing a specialized team of lecturers," and "implementing sensory education." The predictable consequences of implementing these strategies are "increasing environmental awareness," "strengthening the spirit of environmental activism among students," and "organizing environmental education and nature experience at the higher education level." Finally, the study presents a paradigm model that offers a comprehensive approach to higher education policymakers.

کلیدواژه‌ها [English]

  • General Environmental Education
  • Environmental Higher Education
  • Educational Criticism Study
  • Environmental Proactivism
  • Critical Education Paradigm
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