بررسي تاثير آموزش اكتشافي مدرسه طبيعت بر دانش ، نگرش و رفتار زيست محيطي دانش آموزان مقطع ابتدايي

The effectiveness of the nature school's exploratory training method on the environmental knowledge, environmental behavior and attitude of elementary students

ﮐﺴﺐ آﮔﺎﻫﯽ زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﻧﺨﺴﺘﯿﻦ ﮔﺎم در راه ﭘﺎﯾﺪاري اﺳﺖ و اﺳﺎﺳﺎً ﺷﺮط ﺑﻘﺎي آﯾﻨﺪه ﺑﺸﺮﯾﺖ آﮔﺎﻫﯽ زﯾﺴﺖﻣﺤﯿﻄﯽ، ﺗﻮاﻧﺎﯾﯽ ﻓﻬﻢ اﺻﻮل ﺷﻨﺎﺧ ﺖ ﻣﺤﯿﻂزﯾﺴﺖ و زﻧﺪﮔﯽ ﮐﺮدن ﺑﺮ ﭘﺎﯾﻪ آن-ﻫﺎﺳﺖ ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ روش آﻣﻮزش اﮐﺘﺸﺎﻓﯽ ﻣﺪرﺳﻪ ﻃﺒﯿﻌﺖ ﺑﺮ داﻧﺶ، ﻧﮕﺮش، رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﺑﻮد. روش ﺷﻨﺎﺳﯽ: از ﻟﺤﺎظ روش اﺟﺮا، ﺟﺰ ء ﭘﮋوﻫﺶ ﻫﺎي ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ )آزﻣﺎﯾﺸﯽ( اﺳﺖ. ﻃﺮح ﭘﮋوﻫﺶ ﻧﯿﺰ، ﭘﯿﺶ آزﻣﻮن- ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻫﻤﻪ داﻧﺶ آﻣﻮزان دوره اﺑﺘﺪاﯾﯽ ﻣﺪرﺳﻪ ﻃﺒﯿﻌﺖ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96-97 ﺑﻪ ﺗﻌﺪاد 185ﻧﻔﺮ ﺑﻮد ﮐﻪ از اﯾﻦ ﺗﻌﺪاد ﯾﮏ ﻧﻤﻮﻧﻪ 50 ﻧﻔﺮي از داﻧﺶ آﻣﻮزان ﭘﺎﯾﻪ ﭼﻬﺎرم ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪ و ﺑﻪ روش ﺟﺎﯾﮕﺰﯾﻨﯽ ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ )25( ﻧﻔﺮ و ﮐﻨﺘﺮل )25( ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ 10 ﺟﻠﺴﻪ 60 دﻗﯿﻘﻪ اي ﺗﺤﺖ آﻣﻮزش اﮐﺘﺸﺎﻓﯽ ﻣﺪرﺳﻪ ﻃﺒﯿﻌﺖ ﻗﺮار ﮔﺮﻓﺖ.ا ﺑﺰار ﮔﺮدآوري داده ﻫﺎ ﺷﺎﻣﻞ ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﮕﺮش زﯾﺴﺖ ﻣﺤﯿﻄﯽ داﻧﻼپ و ﺟﺎﻧﺴﻮن )2001( ، ﭘﺮﺳﺸﻨﺎﻣﻪ رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﮐﺎﯾﺮز )2003( و ﭘﺮﺳﺸﻨﺎﻣﻪ داﻧﺶ زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﮐﻪ ﭘﺎﯾﺎﯾﯽ آﻧﻬﺎ ﺑﻪ روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﻪ ﺗﺮﺗﯿﺐ 0/85؛ 0/65 و 0/79 ﻣﺤﺎﺳﺒﻪ ﮔﺮدﯾﺪ. رواﯾﯽ اﯾﻦ اﺑﺰارﻫﺎ ﻣﻮرد ﺗﺎﯾﯿﺪ ﺻﺎﺣﺒﻨﻈﺮان و اﺳﺘﺎدان ﮔﺮوه آﻣﻮزش ﻣﺤﯿﻂ زﯾﺴﺖ ﻗﺮار ﮔﺮﻓﺖ .داده ﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪ ﻫﺎ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ آﻣﻮزش اﮐﺘﺸﺎﻓﯽ ﻣﺪرﺳﻪ ﻃﺒﯿﻌﺖ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ آﻣﻮزش ﺳﻨﺘﯽ، ﺑﺮ داﻧﺶ، ﻧﮕﺮش و رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ اﺑﺘﺪاﺋﯽ ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ دارد. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﯿﺰان ﺗﺄﺛﯿﺮ آﻣﻮزش اﮐﺘﺸﺎﻓﯽ ﺑﺮ داﻧﺶ زﯾﺴﺖ ﻣﺤﯿﻄﯽ )0/37(؛ ﻧﮕﺮش زﯾﺴﺖ ﻣﺤﯿﻄﯽ )0/44( و رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ )0/74( در ﻣﻘﺎﯾﺴﻪ ﺑﺎ آﻣﻮزش ﺳﻨﺘﯽ، ﻣﺸﺨﺺ ﺷﺪ ﮐﻪ آﻣﻮزش آﮐﺘﺸﺎﻓﯽ ﺑﯿﺸﺘﺮﯾﻦ ﺗﺄﺛﯿﺮ را ﺑﺮ رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ داﺷﺘﻪ اﺳﺖ. ﭘﺲ از رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ، ﻧﮕﺮش زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﻗﺮار دارد و در ﻧﻬﺎﯾﺖ، ﮐﻤﺘﺮﯾﻦ ﺗﺄﺛﯿﺮ آﻣﻮزش اﮐﺘﺸﺎﻓﯽ ﺑﺮ داﻧﺶ زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﺑﻮده اﺳﺖ. در ﻧﺘﯿﺠﻪ ﺑﻬﺮه ﮔﯿﺮي از ﻣﺤﯿﻂ زﯾﺴﺖ ﻣﯽ ﺗﻮاﻧﺪ ﺑﻪ ﻋﻨﻮان ﯾﮑﯽ از روﯾﮑﺮدﻫﺎ و ﻣﺆﻟﻔﻪ ﻫﺎي ﻣﻮﻓﻘﯿﺖ در اﻣﺮ آﻣﻮزش و ﺗﺪرﯾﺲ ﻣﺤﺘﻮاي دروس ﻣﺨﺘﻠﻒ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮد،

Acquiring environmental awareness is the first step towards sustainability, and basically the condition for the future survival of humanity is environmental awareness, the ability to understand the principles of knowing the environment and living based on them.The purpose of this study was to investigate the effectiveness of the nature school's exploratory training method on environmental knowledge, environmental behavior and attitude of elementary students at Kavikonj School of Natural Sciences in Mashhad. The validity of these instruments was approved by environmental education experts and professors. Method: The statistical population of the study consisted of all elementary school students in the academic year of 1396-97 in a number of 75 students. Of these, a sample of 50 students from the second baseline were selected by random sampling method was divided into two experimental and control groups. The experimental group was trained at the nature school during 10 sessions of 40 minutes. The data gathering tool included Ali and McAnneri's Achievement Questionnaire (2001), Don lop & Johnson Environmental Attitude Questionnaire (2001) and researcher-made Environmental Knowledge Questionnaire. The reliability of this Questionnaire was 0.85, 0.65 and 0.85, respectively. 0.79 was calculated. The validity of these tools was approved by environmental education experts and faculty.The findings were analyzed using descriptive statistics and covariance analysis. Discussion and Conclusion: The results showed that the nature school's exploratory education has a positive effect on the environmental knowledge, environmental behavior and attitude of elementary students. Finally, compared to traditional education, it was found that exploratory education had the most impact on environmental behavior. After environmental behavior, there is an environmental attitude and, finally, the least has been the effect of exploratory training on environmental knowledge. As a result, using the environment can be considered as one of the approaches and components of success in teaching and teaching the content of different courses.