Identifying curriculum components based on increasing environmental literacy of first grade high school students in Varamin city

Document Type : Research Paper

Authors

1 Assistant Professor of Islamic Azad University, Roudehen Branch

2 Educational Sciences, Department of Educational Sciences,Islamic Azad University, Roudehen, Iran

Abstract

The purpose of this study was to identify the components of the curriculum based on increasing environmental literacy in junior high schools. The present study was a mixed (qualitative-quantitative) type. The qualitative stage of the research was based on the data method of the foundation and the grounded theory and Glazer-Strauss method. Statistical population of the qualitative section of 10 experts and faculty members of the university with doctoral studies in the field of curriculum planning and environment with theoretical sampling method until saturation, by conducting a semi-structured interview with a set of basic topics during the open coding process Were collected and categories were extracted from their hearts; Then, in the axial and selective coding stage, the relationship between these categories was determined under the headings of causal conditions, axial phenomena, strategies, context, intervening conditions and its consequences in the form of coding paradigm. The statistical population of the quantitative section was all teachers and experts of the first secondary school of Varamin city in the academic year 1399-1400 (569 people) and based on Cochran's formula, 229 people were selected by cluster random sampling method. The research tool was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part, which was compiled by reviewing the theoretical foundations and the results of the interviews. The results of the present study led to the identification of a main category and 14 sub-categories in the form of a paradigm model including a curriculum based on increasing environmental literacy as the main category, elements of curriculum planning as causal conditions (curriculum goal, curriculum content, process Teaching curriculum learning and curriculum evaluation), contextual factors (teacher education and culture building), intervening conditions (environmental education policy-making, environmental budgeting in textbooks, teachers' attitudes and knowledge about environmental issues, evaluation of issues Strategies (strategic planning, infrastructure enrichment) and consequences (culture optimization, decision optimization and environmental performance improvement) were analyzed.

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History

  • Receive Date: 27 April 2022
  • Revise Date: 10 July 2022
  • Accept Date: 28 July 2023

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