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واکاوی ابعاد و مؤلفههای تربیت محیطزیستی در سند تحول بنیادین آموزش و پرورش و اعتباربخشی آن | ||
| فصلنامه علمی آموزش محیط زیست و توسعه پایدار | ||
| دوره 10، شماره 3، اردیبهشت 1401، صفحه 29-41 اصل مقاله (6.4 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/ee.2022.59869.2387 | ||
| نویسنده | ||
| معصومه صمدی* | ||
| گروه تعلیم و تربیت اسلامی ، پژوهشگاه مطالعات آموزش و پرورش | ||
| چکیده | ||
| هدف از این مطالعه واکاوی تربیت محیطزیستی در سند تحول بنیادین آموزش و پرورش و اعتبار یابی آن از نگاه متخصصان است. روش پژوهش بخش اول، کیفی از نوع تحلیل محتوای استقرایی است. جامعه تحلیلی، سند تحول بنیادین آموزش و پرورش و مبانی نظری سند تحول بنیادین آموزش و پرورش است که بهطور هدفمند، بر اساس اهداف پژوهش گزارههای ناظر بر ارتباط تربیت محیطزیستی استخراج، دستهبندی، کدگذاری و با استفاده از روش تحلیل مضمون مورد تجزیهوتحلیل قرار گرفت. روش پژوهش در بخش دوم روش دلفی است. جامعه موردمطالعه این بخش، اعضاء هیات علمی دانشگاههای علوم تربیتی بودند که نهایتاً ده نفر بهطور هدفمند با توجه به آثارشان در دو حوزه تربیت محیطزیستی و سند تحول بنیادین و علاقهمندیشان به شرکت در مطالعه انتخاب شدند. بر اساس یافتههای حاصل از تحلیل مضمون، تربیت محیطزیستی در سند تحول بنیادین آموزش و پرورش از دو زاویه نظری و عملی موردتوجه قرارگرفته است. در حوزه نظری مضمون فراگیر احصاء شده، احیاء معرفتشناختی متافیزیک محیطزیستی است که با سه مضمون پیش سازمان دهنده توحید محوری (با 9 مضمون پایه)، معاد محوری با (با 3 مضمون پایه) و انسانمحوری (با 5 مضمون پایه) موردتوجه قرارگرفته است. در حوزه عملی مضمون فراگیر احصاء شده، شایستگیهای محیطزیستی است که با سه مضمون پیش سازمان دهنده بعد شناختی (با 6 مضمون پایه)، عاطفی (با سه مضمون پایه) و رفتاری (با 13 مضمون پایه) موردتوجه قرار گرفت. تحلیل دادههای حاصل از قضاوت متخصصان حاکی از این است که متخصصان مضامین احصاء شده در دو بعد نظری و عملی را مورد تأیید قرار دادند. در بخش نظری بیشترین توافق متخصصان بر روی مضامین بعد انسانمحوری و در بخش عملی بیشترین توافق متخصصان بر روی مضامین بعد شناختی است. | ||
| کلیدواژهها | ||
| تربیت محیطزیستی؛ ابعاد؛ مؤلفهها؛ اسناد تحولی آموزش و پرورش؛ اعتباربخشی | ||
| عنوان مقاله [English] | ||
| Analysis of Dimensions and Components of Environmental Education in the Document of Fundamental Transformation of Education and Its Validation | ||
| نویسندگان [English] | ||
| Masoumeh Samadi | ||
| islamic education group , academy of educational | ||
| چکیده [English] | ||
| The purpose of this study is to analyze environmental education in the document of fundamental transformation of education and its validation from the perspective of experts. The research method of the first part is qualitative inductive content analysis. The analytical community was document of fundamental change in education and theoretical foundations document of fundamental change.The research method in the second part is the Delphi method. The study population of this section was the faculty members of the universities of educational sciences. Finally ten people were purposefully selected according to their works in the two fields of environmental education and the document of fundamental change and their interest in participating in the study.Based on the findings of thematic analysis, environmental education in the document of fundamental change in education has been considered from both theoretical and practical. In the theoretical field, the universal theme identified is the epistemological revival of environmental metaphysics with three pre-organizing themes central monotheism (with 9 basic themes), central resurrection with (with 3 basic themes) and human-centered (with 5 basic themes). In the practical field, the enumerated thematic theme is environmental competencies that have been considered with three themes: pre-organizing cognitive dimension (with 6 basic themes), emotional (with three basic themes) and behavioral (with 13 basic themes). The analysis of the data obtained from the judgment of the experts indicates that the experts confirmed the enumerated themes in both theoretical and practical dimensions. However, in the theoretical part, the most agreement of experts is on the themes of human-centered dimension and in the practical part, the most agreement is on the themes of cognitive dimension. | ||
| کلیدواژهها [English] | ||
| Environmental Education, Dimensions, Components, Educational Transformation Documents, Accreditation | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 905 تعداد دریافت فایل اصل مقاله: 821 |
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