شناسایی مولفه های برنامه درسی مبتنی بر سواد زیست محیطی دانش آموزان دوره متوسطه اول شهرستان ورامین

ﻣﻘﺪﻣﻪ و ﻫﺪف: ﺑﺮﻧﺎﻣﻪ درﺳﯽ زﯾﺴﺖ ﻣﺤﯿﻄﯽ، وﺳﯿﻠﻪ ای ﺟﻬﺖ اﺟﺮای آﻣﻮزه ﻫﺎی زﯾﺴﺖ ﻣﺤﯿﻄﯽ اﺳﺖ ﺗﺎ از اﯾﻦ راه، داﻧﺶ آﻣﻮزان ﺑﺘﻮاﻧﻨﺪ ﻣﻔﺎﻫﯿﻢ زﯾﺴﺖ ﻣﺤﯿ ﻄﯽ ﺧﻮد را ﺗﻮﺳﻌﻪ دﻫﻨﺪ و از ﻃﺮﯾﻖ اﯾﻦ ادراک ﺑﺘﻮاﻧﻨﺪ ﺑﺎ زﻧﺪﮔﯽ روزﻣﺮه ﺧﻮد، ارﺗﺒﺎط ﺑﺮﻗﺮار ﮐﻨﻨﺪ. داﻧﺶ آﻣﻮزان ﺑﺎﯾﺪ ﻧﺸﺎن دﻫﻨﺪ ﮐﻪ از ﻣﻔﺎﻫﯿﻢ ﮐﻠﯿﺪی ﻣﺤﯿﻂ زﯾﺴﺖ ﭼﻪ داﻧﺸﯽ دارﻧﺪ، ﭼﻪ ﻣﻬﺎرت ﻫﺎﯾﯽ ﺑﻪ دﺳﺖ آورده اﻧﺪ و ﭼﮕﻮﻧﻪ و ﺑﺎ ﭼﻪ ﻧﮕﺮﺷﯽ ﺑﺎ ﻣﺴﺎﺋﻞ زﯾﺴﺖ ﻣﺤﯿﻄﯽ رو ﺑﻪ رو ﻣﯽ ﺷﻮﻧﺪ. ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺷﻨﺎﺳﺎﯾﯽ ﻣﺆﻟﻔﻪﻫﺎی ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ اﻓﺰاﯾﺶ ﺳﻮاد زﯾﺴﺖ ﻣﺤﯿﻄﯽ در ﻣﺪارس ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﺑﻮد روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﻧﻮع آﻣﯿﺨﺘﻪ )ﮐﯿﻔﯽ-ﮐﻤﯽ( ﺑﻮد. ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﭘﮋوﻫﺶ ﺑﺮاﺳﺎس روش داده ﺑﻨﯿﺎد و از روش ﮔﺮاﻧﺪد ﺗﺌﻮری و ﮔﻠﯿﺰر اﺷﺘﺮواس اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎری ﺑﺨﺶ ﮐﯿﻔﯽ 10 ﻧﻔﺮ از ﺧﺒﺮﮔﺎن و اﺳﺎﺗﯿﺪ ﻋﻀﻮ ﻫﯿﺎت ﻋﻠﻤﯽداﻧﺸﮕﺎه ﺑﺎ ﺗﺤﺼﯿﻼت دﮐﺘﺮی در رﺷﺘﻪ ﺑﺮﻧﺎﻣﻪ رﯾﺰی درﺳﯽ و رﺷﺘﻪ ﻣﺤﯿﻂ زﯾﺴﺖ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﻧﻈﺮی ﺗﺎ رﺳﯿﺪن ﺑﻪ اﺷﺒﺎع ،ﺑﺎ اﻧﺠﺎم ﻣﺼﺎﺣﺒﻪ ﻧﯿﻢ ﺳﺎﺧﺘﺎر ﯾﺎﻓﺘﻪ ﻣﺠﻤﻮﻋﻪ ای از ﻣﻀﺎﻣﯿﻦ اوﻟﯿﻪ ﻃﯽ ﻓﺮآﯾﻨﺪ ﮐﺪﮔﺬاری ﺑﺎز ﮔﺮدآوری ﺷﺪﻧﺪ و از دل آﻧﻬﺎ ﻣﻘﻮﻟﻪ ﻫﺎﯾﯽ اﺳﺘﺨﺮاج ﮔﺮدﯾﺪ؛ ﺳﭙﺲ در ﻣﺮﺣﻠﻪ ﮐﺪﮔﺬاری ﻣﺤﻮری و اﻧﺘﺨﺎﺑﯽ، ﭘﯿﻮﻧﺪ ﻣﯿﺎن اﯾﻦ ﻣﻘﻮﻟﻪ ﻫﺎ ذﯾﻞ ﻋﻨﺎوﯾﻦ ﺷﺮاﯾﻂ ﻋﻠﯽ، ﭘﺪﯾﺪه ﻣﺤﻮری، راﻫﺒﺮدﻫﺎ ، ﺑﺴﺘﺮ، ﺷﺮاﯾﻂ ﻣﺪاﺧﻠﻪ ﮔﺮ و ﭘﯿﺎﻣﺪﻫﺎی آن در ﻗﺎﻟﺐ ﭘﺎراداﯾﻢ ﮐﺪﮔﺬاری ﺗﻌﯿﯿﻦ ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎری ﺑﺨﺶ ﮐﻤﯽ ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن و ﮐﺎرﺷﻨﺎﺳﺎن ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن وراﻣﯿﻦ ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399-1400 ﺑﻮده ) 569 ﻧﻔﺮ(و ﺑﺮاﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان 229 ﻧﻔﺮ ﻧﻤﻮﻧﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺗﺤﻘﯿﻖ در ﺑﺨﺶ ﮐﯿﻔﯽ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻢ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ و در ﺑﺨﺶ ﮐﻤﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﻮد ﮐﻪ ﺑﺎ ﻣﺮور ﻣﺒﺎﻧﯽ ﻧﻈﺮی و ﻧﯿﺰ ﻧﺘﺎﯾﺞ ﻣﺼﺎﺣﺒﻪﻫﺎ ﺗﺪوﯾﻦ ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﻨﺠﺮ ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ ﯾﮏ ﻣﻘﻮﻟﻪ اﺻﻠﯽ و 14 ﻣﻘﻮﻟﻪ ﻓﺮﻋﯽ ﺷﺪ ﮐﻪ در ﻗﺎﻟﺐ ﻣﺪل ﭘﺎرداﯾﻤﯽ ﺷﺎﻣﻞ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ اﻓﺰاﯾﺶ ﺳﻮاد زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﺑﻪﻋﻨﻮان ﻣﻘﻮﻟﻪ اﺻﻠﯽ ، ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ رﯾﺰی درﺳﯽ ﺑﻪ ﻋﻨﻮان ﺷﺮاﯾﻂ ﻋﻠﯽ )ﻫﺪف ﺑﺮﻧﺎﻣﻪ درﺳﯽ ، ﻣﺤﺘﻮای ﺑﺮﻧﺎﻣﻪ درﺳﯽ،ﻓﺮاﯾﻨﺪ ﯾﺎددﻫﯽ ﯾﺎدﮔﯿﺮی ﺑﺮﻧﺎﻣﻪ درﺳﯽ و ارزﺷﯿﺎﺑﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ(، ﻋﻮاﻣﻞ زﻣﯿﻨﻪای )آﻣﻮزش ﻣﻌﻠﻤﺎن و ﻓﺮﻫﻨﮓ ﺳﺎزی(، ﺷﺮاﯾﻂ ﻣﺪاﺧﻠﻪﮔﺮ )ﺳﯿﺎﺳﺖ ﮔﺬاری آﻣﻮزش ﻣﺤﯿﻂ زﯾﺴﺖ، ﺑﻮدﺟﻪ ﺑﻨﺪی ﻣﺴﺎﻟﻪ ﻣﺤﯿﻂ زﯾﺴﺖ در ﮐﺘﺐ درﺳﯽ، ﻣﯿﺰان ﻧﮕﺮش و آﮐﺎﻫﯽ ﻣﻌﻠﻤﺎن درﺑﺎره ﻣﻮﺿﻮﻋﺎت زﯾﺴﺖ ﻣﺤﯿﻄﯽ، ارزﺷﯿﺎﺑﯽ ﻣﺴﺎﺋﻞ زﯾﺴﺖ ﻣﺤﯿﻄﯽ( ، راﻫﺒﺮدﻫﺎ )ﺑﺮﻧﺎﻣﻪ رﯾﺰی اﺳﺘﺮاﺗﮋﯾﮏ، ﻏﻨﯽ ﺳﺎزی زﯾﺮ ﺳﺎﺧﺖ( و ﭘﯿﺎﻣﺪﻫﺎ )ﺑﻬﯿﻨﻪ ﺳﺎزی ﻓﺮﻫﻨﮓ،ﺑﻬﯿﻨﻪ ﺳﺎزی ﺗﺼﻤﯿﻢ ﮔﯿﺮی و ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد زﯾﺴﺖ ﻣﺤﯿﻄﯽ( ﻗﺮار ﮔﺮﻓﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﻪ ﻧﻈﺮ ﻣﯿﺮﺳﺪ ﺗﻮﺟﻪ ﺑﻪ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﻨﺘﻨﯽ ﺑﺮ ﺳﻮاد زﯾﺴﺖ ﻣﺤﯿﻄﯽ داﻧﺶ آﻣﻮزان ﻣﯽ ﺗﻮاﻧﺪ

identifying curriculum components based on increasing environmental literacy of first grade high school students in varamin city

introduction: the purpose of this study was to identify the components of the curriculum based on increasing environmental literacy in junior high schools. research methodology: 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 grounded theory and glazer-strauss method. statistical population of the qualitative section of 10 experts and faculty members of the university with doctoral studies in the field of curriculum planning and environment with theoretical sampling method until saturation, by conducting a semi-structured interview with a set of basic topics during the open coding process were collected and categories were extracted from their hearts; then, in the axial and selective coding stage, the relationship between these categories was determined under the headings of causal conditions, axial phenomena, strategies, context, intervening conditions and its consequences in the form of coding paradigm. 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 (569 people) and based on cochran's formula, 229 people were selected by cluster random sampling method. the research tool was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part, which was compiled by reviewing the theoretical foundations and the results of the interviews. findings: 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. conclusion: it seems to pay attention to the textbook curriculum on environmental literacy of knowledge students can be effective in increasing students' motivation and interest in the environment.