طراحی الگوی مفهومی مدارس سبز در ایران

از نظر هدف،کاربردی و از نظر جمع‌آوری داده‌ها،دارای رویکرد آمیخته اکتشافی(کیفی کمّی)است. جامعه آماری در بخش کیفی،خبرگان آشنا و مسلط به مدارس سبز و در بخش کمّی، مدیران زن و مرد مدارس دولتی و غیردولتی دوره ابتدایی مناطق 19گانه آموزش و پرورش شهر تهران بود(1862=n).حجم نمونه در بخش کیفی با اشباع نظری(12=n)و در بخش کمّی بر اساس فرمول«کوکران»(350=n)برآورد شد.برای انتخاب نمونه در بخش کیفی از نمونه‌گیری هدفمند و در بخش کمّی از نمونه‌گیری تلفیقی(تصادفی خوشه‌ای و طبقه‌ای)استفاده شد.ابزار گردآوری داده‌ها در بخش کیفی، مصاحبه به روش«گروه کانونی»و در بخش کمّی، پرسشنامه بر مبنای مقیاس پنج درجه‌ای لیکرت بود.روایی مصاحبه با روش«مثلث سازی»و پایایی آن از طریق ضریب«کاپای کوهن»(0.714=k) مورد ارزیابی و تایید قرار گرفت.روایی پرسشنامه از لحاظ منطقی (صوری و محتوایی) از طریق نظرسنجی از چند نفر از خبرگان،روایی ﻫﻤﮕﺮا از طریق محاسبهave و روایی واﮔﺮا از طریق محاسبه جذرave به تایید رسید.پایایی پرسشنامه از طریق آلفای کرونباخ 0.846=α و از طریق بازآزمایی 0.849=α به دست آمد. برای تجزیه و تحلیل داده‌ها در بخش کیفی از ضریب کاپای کوهن و کدگذاری باز و محوری و در بخش کمّی،از آزمون‌هایave، جذرave، آلفای‌کرونباخ، بازآزمایی و تحلیل‌عاملی‌تاییدی به‌واسطه نرم‌افزارهای آماری spss، lisrel، smartpls استفاده شد.نتایج در بخش کیفی به شناسایی 3بُعد، 9مولفه و30 شاخص جهت«طراحی الگوی مفهومی مدارس سبز در ایران»انجامید. در بخش کمّی،مشخص شد که مقادیر به دست آمده در شاخص‌های برازش مطابق با استانداردهای قابل قبول است و می‌توان با اطمینان اظهار نمود که الگوی پژوهش از برازش مناسبی برخوردار است.

Conceptual Design of Green Schools in Iran

Conceptual Design of Green Schools in Iran The Environment is a Set of Physical, Chemical and Vital Elements such as Water, Air, Soil and Living Organisms that Determine its Own Effects, Shape, Survival and Life Span of the Living Things of a Community. Protecting This Environment, which is a Huge Asset for Future Generations, is one of the Main Goals of Sustainable Development, which Requires the will and Determination of all Citizens of a Community. Participation in the Preservation of the Environment, the Need for Environmental Literacy Raised by Charles Roth. Because this Type of Literacy is a Prerequisite for Maintaining and Improving the Quality of the Environment. to Educate this Kind of Literacy, there are Schools Called Green School , which are Also Titled Nature School, Forest School, Environmental School, Healthy School, Sustainable School. the Green School is an Energy Efficient and Popular School that Can be Useful for the Environment, and is Economical and Affordable, and Provides Improved Learning Environments. the Goal of the Green School is to Raise the Level of Knowledge, Attitudes and Understanding of Students about Environmental Issues, to have an Accurate Pattern of Culture and Environmental Behavior, and to Empower them to Learn Social Responsibility, Which Involves Engaging Students in School Events. According to Researchers, the Green School, by Virtue of the Commitment of Students and Officials Who, Through the Design of School Facilities Based on Architecture and Engineering Days, Creates the Practices and Training Provided for Students in the Curriculum, they are Intended to Become Global Citizens and Responsible People he does. One of the Main Goals of the Environmental Education System for Sustainable Consumption, in Accordance with Modern Educational Documents at the Global and National Levels, is that Schools Need to Change their Structure to Become Green Schools with an Environmental Approach. at the Same Time, the Recent Commitment by the Ministry of Education (in Collaboration with the Environmental Protection Agency) to Improve the Quality and Quantity of Environmental Education Materials in Various Textbooks of Different Levels of Education, the Development of a Chapter Called Environmental Health in the Coricolumn which the Title is a Defined Educational Program (Comprehensive Health Education in Schools). Since Designing and Editing such Schools Requires a Standard Framework, this Paper Examines the Question of what Kind of Model Can be Designed for Green Schools in Iran? Been Paid. for this Purpose, the Exploratory (QualitativeQuantitative) Approach is Considered for this Study. the Statistical Community in the Qualitative Section, Knowledgeable and Fluent in Green Schools (at Least for More than 5 Years in the Field of Education, Management, Policy and Consulting in the Field of Environment and Green Schools, or in the Compilation, Translation and Writing of Books, Essays and Environmental Education and Green Schools), and in the Small Part, All Male and Female Managers of State and Nongovernmental Schools were Elementary Schools in the 19th Educational District of Tehran in the Academic Year of 201718 (N=1862). the Sample Size was Estimated in the Qualitative Section with Theoretical Saturation (N=12) and in the Quantitative Part Based on the Cochran Formula (N=350). a Qualitative and Quantitative Sampling Method was Used to Select the Sample in the Quantitative Section and in the Quantitative Section, a Combination of Cluster Random Sampling and Stratified Sampling was Used. the Data Collection Tool in the Qualitative Section was Interviewed by the Focal Group Method and in the Quantitative Section, the Questionnaire was Based On the Likert Scale of Five. the Validity of the Interview with the Triangulation Method and its Reliability was Evaluated and Confirmed by the Cohen Kapa Coefficient (K=0.714). Validity of the Questionnaire in a Logical (Formal and Contextual) Way Through a Survey of Several Experts, Convergent Validity was Confirmed by Calculating Ave and Divergent Validity Through the Calculation of Ave Root. the Reliability of the Questionnaire was Obtained Through Cronbach’s Alpha (α=0.846) and α=0.849 Through Retest (After 2 Weeks). for Analyzing the Data in the Qualitative Part of the Cohen Kappa Coefficient and Coding and Coding in Axial and in the Quantitative Part, Ave, Cronbach’s Alpha, Retest Tests and Confirmatory Factor Analysis Using SPSS, LISREL, SMARTPLS Became the Results in the Qualitative Section Led to the Identification of 3 Dimensions, 9 Components and 30 Indicators for Conceptual Design of Green Schools in Iran . the Input Component then Includes the Design and Architecture Component with 3 Indicators and The School Environment Quality Component with 3 Indicators. the Process Later Includes the Component of Sustainable Education with 3 Indicators, the Component School Partnership with the Environment with 3 Components Using Energy Management Technology with 4 Indicators, The Component Renewable Energy Utilization with 3 Indicators. Then the Output Includes the Component of Reform of Consumerism Model with 5 Indicators, the Component of Waste Management and Green Purchasing with 3 Indicators and the Component Environment Friendly Citizen with 3 Indicators. in the Quantitative Part, it was Found that the Values Obtained in Fitting Indices are in Accordance with Acceptable Standards and it Can be Stated with Certainty that the Pattern of Research is Suitable for Fit and Can be Used to Design Green Schools in Iran. Finally, Some of the Suggested Suggestions were as Follows: 1. Consider the Location and Location of the School Building Before its Construction, and to Obtain the Desired Result, Instead of Using Traditional Methods, GIS should be Assisted. 2. Educational Sessions for Continuous Nutrition and Healthy Living for Parents and Students. 3. by Providing the Necessary Training on the Use of Cyberspace, Schools will Exploit the Potential of This Space to Reduce their Costs in the Field of Electricity, Telephone, Paper, and the Like. 4. Schools will Try to Use Intelligent Instrumentation Tools and Equipment to Control Their Electrical Devices by Providing Adequate Funding (ShortTerm and LongTerm Loans) with One Time Expenditures. 5. in Education Policies, Funding for the Preparation of Solar Panels and Rainwater Collection with the Goal of Generating and Optimizing Energy Consumption will be Provided and Implemented with a OneTime CostSaving and EnergyEfficient Use in All Schools of the Country.