Identifying curriculum components based on environmental literacy in the first grade of high school in Varamin city
الموضوعات :Afsaneh Saber garekani 1 , alireza tajik 2 , alaeddin etemad ahari 3
1 - Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran
2 - Ph.D. Student, Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3 - Department of Educational Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran
الکلمات المفتاحية: Environmental literacy, environmental attitude, environmental knowledge, Environmental Curriculum, Environmental Skills and Performance,
ملخص المقالة :
The purpose of this study was to identify the components of the curriculum based on increasing environmental literacy in junior high schools. The present study was a mixed (qualitative-quantitative) type. The qualitative stage of the research was based on the data method of the foundation and the method of grounded theory and Glazer Strauss. The statistical population of the qualitative section consisted of 10 experts, experts, and faculty members of the university with doctoral studies, including specialists in the field of curriculum planning and the field of environment. The statistical population of the quantitative section was all teachers and experts of the first secondary school of Varamin city in the academic year 1399-1400 and included 229 people who were selected by cluster random sampling. The research tool was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part. The results of the present study led to the identification of the main category and 14 sub-categories in the form of a paradigm model including a curriculum based on increasing environmental literacy as the main category, elements of curriculum planning as causal conditions (curriculum goal, curriculum content, teaching process Curriculum learning and curriculum evaluation), contextual factors (teacher education and culture building), intervening conditions (environmental education policy-making, budgeting for environmental issues in textbooks, teachers' attitudes and knowledge about environmental issues, environmental assessment Strategies (strategic planning, infrastructure enrichment) and consequences (culture optimization, decision optimization and environmental performance improvement) were analyzed.
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