نو یا چند بسترسازی برنامه درسی: حرکت به سمت سبز شدن برنامه‌های درسی در دوران بعد از پاندومی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه علوم تربیتی واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 استاد گروه علوم تربیتی دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

3 دانشیار گروه علوم تربیتی و احد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

4 استاد، گروه جغرافیا، دانشگاه تربیت مدرس ، تهران ، ایران

چکیده

نوبستر سازی یکی از رویکردهای نو در حوزه مطالعات برنامه درسی است. این رویکرد ورود برنامه درسی به مباحث و رشته‌های دیگر را بررسی می‌کند. یکی از این مباحث، محیط‌زیست و به‌ویژه تغییرات اقلیمی است. پژوهش حاضر بر آن است تا نحوه سبز شدن برنامه‌های درسی را در دوران بعد از پاندومی بررسی نماید، این پژوهش با رویکرد کیفی و تحلیل محتوای قراردادی انجام‌شده است. تعداد 11 نفر از متخصصان تغییرات اقلیمی و برنامه درسی به روش نمونه‌گیری هدفمند انتخاب شدند داده‌ها از طریق مصاحبه نیمه ساختاریافته جمع‌آوری گردید روش گرینهم و لاندمن جهت تحلیل داده‌ها بکار گرفته شد. جهت صحت و اعتبار داده‌ها از روش گوبا و لینکلن استفاده شد در ارتباط با هدف پژوهش 4 طبقه شامل آمادگی مقابله با بحران، احترام به قوانین، همبستگی ملی، حفاظت از ارزش‌های زیست‌محیطی و 9 زیر طبقه شامل شناسایی تهدیدها، درک فرصت‌ها، حمایت از قوانین، تقویت حاکمیت قوانین، توسعه مشارکت‌های مردمی، گسترش همدلی، حفاظت از آب، مقابله با آلودگی هوا، حفاظت از جنگل شناسایی گردیدند با توجه به دیدگاه مشارکت‌کنندگان جهت سبز شدن برنامه‌های درسی در دوران پساکرونا درون‌مایه‌های اصلی دانش زیستی و آگاهی زیستی در چارچوب برنامه‌های درسی می‌تواند استفاده شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Re/Multicontextualisation of Curriculum: Moving Toward a Green Curriculum in the Post-Pandemic Period

نویسندگان [English]

  • Shahnaz Karami 1
  • Kourosh Fathi Vajraghah, 2
  • Ali Akbar Khosravi Babadi 3
  • Manuchehr Farajzadeh Asl, 4
1 Ph.D. Student in Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Professor, Department of Education, Faculty of Education and Psychology, Shahid Behshti University, Tehran, Iran
3 Associate Professor, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
4 Professor, Department of Physical Geography, Tarbiat Modares, University, Tehran, Iran
چکیده [English]

Recontextualisation is one of the new approaches in the field of curriculum studies. This approach investigates the entry of the curriculum into other subjects and disciplines. One of these subjects is the environment and especially climate change. The main goal of this research is analyzing the new emphasis on environmental issues in curriculas during the post-pandemic period. This research has been done with a qualitative approach and contractual content analysis. A total of 11 climatologists and curriculum experts were selected by purposive sampling method. Data were collected through semi-field interviews. Greenham and Landman's method was used to analyze the data. Global and Lincoln's methods were used to validate the data. According to the purpose of the research, 4 categories including crisis preparedness, respect for laws, national solidarity, and protection of environmental values, and 9 subcategories including identification of threats, understanding of opportunities, protection of laws, strengthening the rule of law, development of public participation, expansion of empathy, water protection, combating air pollution and forest protection were identified. According to the participants’ view; it can be concluded that for a more environmentally concerned curricula in the post-corona period, the main themes of environmental knowledge and environmental awareness in the framework of  the curriculum can be used.




کلیدواژه‌ها [English]

  • Curriculum
  • Going to Green
  • Post-Corona
  • Recontextualisation

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فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 11، شماره 1
آبان 1401
صفحه 9-20

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