الگوی مفهومی برنامه درسی مبتنی بر سواد محیط زیستی در دوره ابتدایی نظام آموزشی ایران: برآمده از نظریه داده بنیاد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 دانشجوی کارشناسی ارشد روان‌شناسی بالینی، دانشگاه تبریز، ایران.

3 دانشجوی کارشناسی علوم تربیتی، دانشگاه فرهنگیان، گرگان، ایران

چکیده

هدف اصلی این پژوهش، طراحی الگوی برنامه درسی مبتنی بر سواد محیط‌زیستی در دوره ابتدایی نظام آموزشی ایران بود. این پژوهش از نوع پژوهش‌های کیفی و مبتنی بر نظریه داده بنیاد انجام شد. جامعه آماری شامل معلمان و اعضا هیئت‌علمی متخصص و صاحب‌نظر شهر گرگان در زمینه سواد محیط‌زیستی و برنامه درسی که شیوه انتخاب آن‌ها هدفمند و از نوع گلوله برفی بود. درمجموع با 24 نفر مصاحبه شد که شامل 12 عضو هیئت‌علمی دانشگاه و 12 معلم مدرسه بود. داده‌ها از طریق محاسبه مصاحبه نیمه‌ساختارمند در طی سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شد که در قالب الگو پارادایمی و الگو مفهومی بدین‌صورت شکل گرفت: نیازهای اجتماع، اهداف، کمبود سواد محیط‌زیستی افراد، آگاهی از خطرات محیط‌زیست، تدوین محتوا، شیوه‌های تدریس مبتنی بر محیط‌زیست، آموزش والدین و نهادهای مرتبط، روش تدریس فعال مبتنی بر محیط‌زیست، جشنواره‌ها و مسابقات، دوره‌های آموزشی، آموزش غیرمستقیم، ارزشیابی، فضا (فضای آموزشی و فضای رفاهی)، والدین تحصیل‌کرده، زمان (مستقیم و غیرمستقیم)، رویکرد معلم، توانمندسازی معلمان، توانمندسازی مؤلفان کتاب، رسانه‌های جمعی، جو فرهنگی- تربیتی مدرسه، گروه‌های مردم‌نهاد، پرورش دانش محیط‌زیست، پرورش نگرش محیط‌زیست، شکل‌گیری تفکر محیط‌زیست، ایجاد خلاقیت و درونی کردن ارزش‌های محیط‌زیست. در پایان نیز بر مبنای یافته‌ها و نتایج به‌دست‌آمده، رهنمودهایی برای عملی شدن برنامه ارائه‌شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Conceptual Model of an Environmental Literacy-Based Curriculum in Iran’s Elementary Education System: A Grounded Theory Approach

نویسندگان [English]

  • Tayebeh Tajari 1
  • Mobina Tajari 2
  • Shadmehr Pakzad 3
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Master's Student in Clinical Psychology, Tabriz University, Iran
3 Bachelor of Educational Sciences Student, Farhangian University, Gorgan, Iran
چکیده [English]

A B S T R A C T 
The main goal of this research was to design a curriculum model based on environmental literacy in the primary school of the Iranian educational system. This research was conducted as a qualitative research based on grounded theory. The statistical population included teachers and faculty members who were experts and experts in the field of environmental literacy and curriculum in Gorgan, whose selection method was purposeful and snowball-type. A total of 24 people were interviewed, including 12 university faculty members and 12 school teachers. The data was analyzed through semi-structured interview calculations during three stages of open, axial, and selective coding, which was formed in the form of a paradigmatic model and a conceptual model as follows: Community needs, Goals, lack of Environmental literacy among Individuals, Awareness of Environmental Hazards, content development, Environmentally-based Teaching Methods, Education of Parents and related Institutions, Active Environmentally-based Teaching Methods, Festivals and Competitions, Training Courses, Indirect Education, Evaluation, Space (Educational space and welfare space), Educated Parents, Time (Direct and Indirect), Teacher Approach, Teacher empowerment, Book Author Empowerment, Mass Media, School Cultural-educational Atmosphere, Non-governmental Groups, Cultivating Environmental Knowledge, Cultivating Environmental Attitudes, Forming Environmental Thinking, Creating Creativity, And Internalizing Environmental Values. Finally, based on the findings and results obtained, guidelines for implementing the program are provided.

کلیدواژه‌ها [English]

  • Curriculum Model
  • Elementary Education
  • Environmental Literacy
  • Grounded Theory

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فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 13، شماره 2
1404
صفحه 9-25

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