بررسي ديدگاه دبيران در زمينه جايگاه آموزش زيست محيطي در برنامه درسي كنوني دوره متوسطه اول

Analyzing the viewpoints of teachers on the status of environmental education currently applied in secondary school curriculum

آﻣﻮزش زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﺑﺮ ﺣﻔﺎﻇﺖ ﻣﺤﯿﻂ زﯾﺴﺖ ﺗﺎﺛﯿﺮ ﻣﺴﺘﻘﯿﻢ و ﻣﺜﺒﺖ ﻣﯽ ﮔﺬارد و ﻧﻈﺎم رﺳﻤﯽ آﻣﻮزش ﮐﺸﻮر ﻣﯽ ﺗﻮاﻧﺪ در اﯾﻦ زﻣﯿﻨﻪ ﻧﻘﺶ ﺗﻌﯿﯿﻦ ﮐﻨﻨﺪه اﯾﻔﺎ ﻧﻤﺎﯾﺪ. ﻫﺪف ﺗﺤﻘﯿﻖ ﺑﺮرﺳﯽ دﯾﺪﮔﺎه دﺑﯿﺮان در زﻣﯿﻨﻪ ﺟﺎﯾﮕﺎه آﻣﻮزش زﯾﺴﺖ ﻣﺤﯿﻄﯽ در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﮐﻨﻮﻧﯽ دوره ﻣﺘﻮﺳﻄﻪ اول ﺑﻮد. روش ﺷﻨﺎﺳﯽ: ﭘﮋوﻫﺶ از ﻧﻮع ﮐ ﺎرﺑﺮدي و ﺑﻪ روش ﺗﻮﺻﯿﻔﯽ ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﻤﺎﻣﯽ دﺑﯿﺮان ﻣﺪارس دوﻟﺘﯽ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻮده اﺳﺖ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﻧﺴﺒﯽ ﺗﻌﺪاد 329 دﺑﯿﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻤﻊ آوري داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده ازﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ 41 ﮔﻮﯾﻪ ﺑﺴﺘﻪ ﭘﺎﺳﺦ ﮐﻪ از ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ اﺳﻨﺎد ﺑﺎﻻ دﺳﺘﯽ ﺑﻪ دﺳﺖ آﻣﺪ اﻧﺠﺎم ﺷﺪ. رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻮﺳﻂ اﺳﺘﺎدان ﺗﺎﯾﯿﺪ و ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎ اﺳﺘﻔﺎده از آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/89 ﺑﺮآورد ﮔﺮدﯾﺪ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻧﺘﺎﯾﺞ در دو ﺳﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﻓﺮاواﻧﯽ، درﺻﺪ، ﻣﯿﺎﻧﮕﯿﻦ و اﻧﺤﺮاف ﻣﻌﯿﺎر( و در ﺑﺨﺶ آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )آزﻣﻮن t ﺗﮏ ﻣﺘﻐﯿﺮه، آزﻣﻮن ﻓﺮﯾﺪﻣﻦ، و t ﺑﺎ دو ﮔﺮوه ﻣﺴﺘﻘﻞ( اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: وﺿﻌﯿﺖ ﻣﻮﺟﻮد آﻣﻮزش زﯾﺴﺖ ﻣﺤﯿﻄﯽ در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﮐﻨﻮﻧﯽ دوره اول ﻣﺘﻮﺳﻄﻪ در زﻣﯿﻨﻪ ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ )ﻫﺪف، ﻣﺤﺘﻮا، روش ﯾﺎددﻫﯽ-ﯾﺎدﮔﯿﺮي، ارزﺷﯿﺎﺑﯽ( از دﯾﺪﮔﺎه دﺑﯿﺮان ﺑﺎﻻﺗﺮ از ﺳﻄﺢ ﻣﺘﻮﺳﻂ اﺳﺖ و ﻣﯿﺎﻧﮕﯿﻦ رﺗﺒﻪ ﺑﻨﺪي ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﻣﺤﺘﻮاي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﺎﻻﺗﺮﯾﻦ و ارزﺷﯿﺎﺑﯽ ﭘﺎﯾﯿﻦ ﺗﺮﯾﻦ رﺗﺒﻪ را ﺑﻪ ﺧﻮد اﺧﺘﺼﺎص داده اﺳﺖ. ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه ﺑﯿﻦ ﻣﺠﻤﻮﻋﻪ رﺗﺒﻪ ﻫﺎي ﭼﻬﺎرﮔﺎﻧﻪ وﺿﻌﯿﺖ ﻣﻮﺟﻮد آﻣﻮزش زﯾﺴﺖ ﻣﺤﯿﻄﯽ در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﮐﻨﻮﻧﯽ در اﺑﻌﺎد ﻣﺨﺘﻠﻒ در ﮔﺮوه دﺑﯿﺮان 0/05≤P ﻣﻌﻨﯽ دار اﺳﺖ. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﺑﺮاي دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﺗﻮﺳﻌﻪ ﭘﺎﯾﺪار، آﻣﻮزش ﻣﺤﯿﻂ زﯾﺴﺖ در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﮐﻨﻮﻧﯽ ﺿﺮوري اﺳﺖ.

Environmental education which has a direct and positive effect on environmental protection and the official educational system of the country can play a decisive role in this regard. The aim of this research: The purpose of this study is to investigate teachers' viewpoints on the status of environmental education currently applied in school curriculum. Methodology: This study is an applied and survey research. The statistical population of this study was a sample of 329 public school teachers in Isfahan selected using stratified random sampling. A researcher-made 41 items questionnaire based on the results of document analysis was used to collect the data, which was obtained by higher-level documents. The validity of the questionnaire was confirmed by the professors and the reliability of the questionnaire was estimated to be 0.89 by Cronbach's alpha. The results were analyzed through both descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (univariate t-test, Friedman test, and t-test with two independent groups). Findings: the current status of environmental education in the secondary school curriculum in terms of curriculum elements (purpose, content, teaching-learning method, evaluation) from the teachers' point of view is higher than the average level, and the average rating of curriculum elements Shows that curriculum content is highest and evaluation is the lowest rank in this group. The results are significant between the four levels of the current status of environmental education in the current curriculum in different dimensions in the teachers' group (P≤0.05). Conclusion: To achieve sustainable development, environmental education is essential in the current curriculum.