Elementary School Teachers' Experience of Environmental Protection Education | ||
| فصلنامه علمی آموزش محیط زیست و توسعه پایدار | ||
| Volume 12, Issue 4, 2024, Pages 53-63 PDF (5.43 M) | ||
| Document Type: Research Paper | ||
| DOI: 10.30473/ee.2024.66159.2629 | ||
| Authors | ||
| Parvaneh Valavi* 1; Razieh Azimi Shoushtari2; Seyed Mansour Marashi3 | ||
| 1Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| 2M.A Student of history and philosophy of education, Department of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| 3Associate professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| Abstract | ||
| The present study examines the teachers' experience of teaching "environmental protection" to elementary school students. Qualitative research has been done using the phenomenological method. The research population includes all teachers working in primary schools in Ahvaz. Sampling was purposeful, and after semi-structured interviews with 30 teachers, theoretical data saturation was obtained. The condition for selecting teachers was their desire to participate in research and interest in environmental topics. Interview data were analyzed using the Van Manen method to explore teachers' experience of environmental protection education. Findings include five main themes: ethics education in environmental protection, elements of environmental protection education, knowledge in environmental protection, attitude in environmental protection, and skills in environmental protection, and 15 sub-themes. According to teachers' experience, promoting and increasing students' sense of responsibility towards the environment and teaching environmental ethics is essential. It is also necessary to pay attention to human interaction and the two-way relationship with the environment and teach students that there is a kind of trade between us and nature, and if humans do not fulfill their obligations to nature, they face dangerous and unsolvable consequences. The teachers believed that, to increase students' understanding of how to preserve the environment, its harmful factors, and the consequences of polluting it, some lessons should mention environmental issues and problems and their solutions. Also, teaching aids should be prepared and used for environmental protection education. Improving students' attitudes toward the environment can motivate them to react to right and wrong environmental behaviors, make them aware of the value of nature, and ultimately lead to environmental protection. | ||
| Keywords | ||
| Education; Elementary school; Environment; Lived experience; Teachers | ||
| References | ||
|
Abedi Sarvestani, A., Shah Vali, M.R., & Mohaghegh Damad, S. M. (2007). “The nature and views of environmental ethics with emphasis on the Islamic view”. Ethics in Science and Technology. 2(1 & 2), 59-72.[In Persian]
Adhami, A. R. (2016). “Study of cultural factors affecting environmental-oriented behaviors studied: Residents of districts 5 and 18 of Tehran”. A Study of Social Affairs in Iran. 7(1), 1-26. [In Persian]
Bagheri Far, A.A., & Salehi, K. (2016). “Pathology of religious beliefs of high school students”. International Conference on Socio-Cultural Studies and Religious Research. Ghadir. [In Persian]
Beg Mohammadi, F., Mirsanjari, M.M., & Hoshyari, E. (2020). “Prioritization of environmental education needs in schools (case study of teachers in Ilam)”. Journal of Environment and Development. 21 (Spring and Summer), 57-64. [In Persian]
Herati, J., Dehghani, A., Taghizadeh, H., & Amini, T. (2016). “Investigating the Impact of Economic and Political Inequality on Environmental Quality in Selected Countries: The GMM Panel Approach”. Quarterly Journal of Economic Modeling Research. 6(23), 197-232. [In Persian]
Keramati, A., & Ahmadabadi, Z. (2018). “Content analysis of experimental science textbooks in the first year of high school in terms of attention to environmental education”. Journal of Curriculum Research. 5(1), 200-226.[In Persian]
Khosravi Pour, B., Salarvand, Z., & Munavvari Fard, F. (2017). “Identify and explain the factors affecting the awareness of high school teachers about environmental protection”. Quarterly Journal of Environmental Science and Technology. 19(1), (73, Spring), 583-591.[In Persian]
Kiraca, T.O., Yildizb, M. & Cobanoglu, N. (2012). “Role of the News in the Education of Environmental Ethics: A Critical Approach”. Procedia- Social and Behavioral Sciences. 47, 938-942.
Parishani, N., Mirshah Jafari, S. E, Sharifian, F., & Farhadian M. (2016). “Assessing the current and desirable situation of the general objectives of the environmental education curriculum of the second year of high school in Iran based on the opinion of curriculum and environmental experts”. Teaching and Learning Research. 9, 47-60. [In Persian]
Sharif Yazdi, S. (2017). “Strategies for environmental protection based on the principles of Islamic ethics”. (UN published Master's Thesis). Shahid Chamran University of Ahvaz. [In Persian]
Shobeiri, S.M., Meboudi, H., & Saradipour, A. (2014). “Investigating the factors affecting the creation of environmental ethics in the citizens of the world”. Knowledge. 201, 83-95.
Strang, V. (2020). “Re-imagining the River: New Environmental Ethics in Human Engagements with Water”. One Earth, 2 (3), 204-206
Van manen, M. (1997). Researching lived experience: human science for an action sensitive pedagogy (2nd Ed). London, Ontario, Canada: Althouse Press.
Zafari, G H. (2013). “Environmental Education”. Teacher Growth. No. 274, 22-23. [In Persian] | ||
|
Statistics Article View: 683 PDF Download: 565 |
||