Designing and validating a model of environmental ethics curriculum based on spontaneous order in secondary school

Document Type : Research Paper

Authors

• Hanieh khodadadi Tirkolaei ¹
• Seyedeh Esmat Rasoli ²
• vahid fallah ²

¹ Curriculum Planning Ph.D. Student, Sari Branch, Islamic Azad University, Sari, Iran

² Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.

10.30495/jedu.2023.26170.5224

Abstract

Introduction: Education is one of the most appropriate ways to achieve economic, social, cultural and political development. Therefore, introducing concepts related to the environment into the curriculum of different academic courses makes students consider environmental protection not just as a lesson, but as a human duty and responsibility from the very beginning. The aim of the present study is to design and validate a model of environmental ethics curriculum based on spontaneous order in secondary school.
research methodology: This research was carried out with a sequential exploratory approach using a combined method. Which was first extracted by qualitative content analysis method of elements (purpose, content, teaching method, evaluation) of environmental ethics curriculum based on spontaneous order. In the quantitative part, exploratory and confirmatory factor analysis methods were used for data analysis. The selection of participants in the qualitative section was done using purposive sampling method and theoretical saturation criteria. 15 professors and specialists were selected and the statistical population of the quantitative section of all secondary school teachers in Mazandaran province was 11024 (5692 men and 5332 women)Is. The research sample includes 360 high school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. The data collection tool is semi-structured in the qualitative part of the interview and in the quantitative part of the researcher-made spontaneous order questionnaire with 22 items with a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS and PLS software.
Findings: The results showed that the target components, content, teaching method and evaluation are effective in explaining the pattern of environmental ethics curriculum based on spontaneous order and the model had a good fit.
Conclusion: Spontaneous discipline-based environmental ethics curriculum enables independent students to approach issues based on conscious, deliberate, and thoughtful behaviors. In fact, using this approach, learning experiences through discovery and search are actively done to evoke students' spontaneous order.

Keywords

• Environmental Ethics Curriculum
• Spontaneous order
• Secondary School

20.1001.1.20086369.1401.13.6.8.1

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