طراحی الگوی مطلوب برنامه ی درسی تربیت شهروند بوم شناختی متوسطه ی دوره ی اول (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش، طراحی الگوی برنامه درسی تربیت شهروند بوم شناختی برای متوسطه دوره اول است. با توجه به رشد سریع بحران های بوم شناختی در عصر جدید، تربیت شهروند بوم شناختی به عنوان یکی از پارادایم های نوظهور می تواند در رفع این بحران ها نقش بسزایی ایفا کند. بدین منظور در پژوهش حاضر دو سؤال اساسی مورد بررسی قرار گرفت: نخست آنکه «الگوی مطلوب برنامه درسی تربیت شهروند بوم شناختی متوسطه دوره اول از چه ویژگی هایی برخوردار است؟» و دوم اینکه «الگوی پیشنهادی از منظر متخصصان تا چه میزان معتبر است؟». برای پاسخ دادن به این پرسش ها از روش پژوهش ترکیبی یا آمیخته استفاده شد. در روش-شناسی مرحله طراحی الگو، به صورت تحلیلی_ استنتاجی (سنتزپژوهی) است. در مرحله دوم برای اطمینان از کارامدی الگو از اعتبارسنجی استفاده شد. در این مرحله از روش نمونه گیری مبتنی بر نظر خبرگان یا نمونه گیری مبتنی بر فرد ماهر استفاده شد و از متخصصان و صاحب نظران برنامه ریزی درسی و صاحب نظران حوزه علوم اجتماعی و صاحب نظران و متخصصان روان شناسی تربیتی به تعداد 18 نفر الگوی به دست آمده مورد بررسی قرار گرفت. برای تجزیه و تحلیل داده ها از شاخص های آمار توصیفی همچون فراوانی، درصد، میانگین، انحراف استاندارد و شاخص های آمار استنباطی همچون آزمون t تک گروهی استفاده شد. الگوی پیشنهادی مطلوب برنامه درسی تربیت شهروند بوم شناختی در دوره متوسطه اول بر مبنای الگوی اکر طراحی شده است که از چهار مبنای مهم دینی، اجتماعی، فلسفی و روان شناختی برخوردار است. نتایج اعتبارسنجی نشان داد که الگوی یادشده از نظر متخصصان اعتبار کافی دارد و از نظر کارشناسان، تمامی عناصر یادشده دارای ویژگی لازم (در حد زیاد) برای دانش آموزان هستند.Development of an Optimal Model for Ecological Citizen Curriculum of Junior High School
Societies are faced with newly emerging environmental and ecological crises. The current study aimed to design an optimal model for ecological citizen education curriculum for junior high school. In this mixed-methods research, the analytical-inferential and synthesis research methods were adopted to develop the optimal model based on Aaker’s model. The model was then validated to ensure its efficiency. Expert sampling was performed in this stage. Based on the findings, the designed model provides specific guidelines about the elements of the curriculum and possesses important religious, social, psychological, and philosophical foundations. According to the experts, all dimensions of this model have adequate validity. Introduction It is currently impossible to develop citizenship regardless of the role of education as the two concepts are closely tied (Gaudelli, 2016). One way to institutionalize citizenship and its responsibilities in any society is by teaching it through public channels, including the education system (Crick, 2017). In line with the active citizen education approach, the concept of education for ecological citizenship has recently emerged with the growing human dominance over nature. Environmental and, consequently, ecological citizenship is a domain of citizenship education that has oddly been neglected (Evans, 2011). According to Dobson, ecological citizenship means specific human responsibilities to protect the environment wherein people think beyond their limited benefits (Brown, 2016). This concept is mostly based on responsibilities rather than rights. Dobson, along with Smith, The UK Open University professor, regards ecological citizenship as the re-moralization of politics (Smith, 1998: 99). In recent years, apart from the special attention paid to sustainable development and urban sustainability, quality of life improvement has been a requirement of urban habitability (Oshnaviee Nooshabadi and Mohammad-Ebrahimi, 1400). Urban development, which is a multi-factorial and inevitable process, has caused numerous environmental and socioeconomic problems at different scales, especially in developing countries (Mahmoudzadeh et al., 1400). Cultural policy-makers, managers, and planners should develop environmental citizenship curricula to promote people's environmental awareness/literacy and formulate policies for environmental citizen education programs (Abedini & Aghapour, 1400). Recently, the Iranian Education Department and curricula have better addressed environmental and ecological issues by establishing nature schools and green schools. Still, the findings reported by Larijani and Yadollahi (2018), Sarbaz et al. (2016), Azmi Aeesh, Motiee Langeroudi (2011), etc. show a dearth of attention to this major domain in an independent curriculum. There are also serious research and theoretical gaps in ecological citizen education. The Education Department and its main element, i.e., the curricula, are in charge of preparing citizens for civil society. In Iran, textbooks are the symbol of the written content of the curriculum. It is, therefore, necessary to pay serious attention to textbooks and their modification. Textbooks are among the most important references and resources for learning in any educational system. Most educational activities are performed within the framework of textbooks, and most educational experiences of teachers and students are organized around them (Arizi, 2003). Accordingly, the current study aimed to develop an optimal model for ecological citizen education curriculum of the junior high school. The goal was to institutionalize ecological issues in students’ minds within the official education system to resolve environmental and ecological problems. Methodology Research questions are: 1) What are the characteristics of an optimal model for an ecological citizen education curriculum of junior high school? 2) How valid is the proposed model according to social sciences, environment,
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