بررسی تاثیر آموزش اکتشافی مدرسه طبیعت بر دانش ، نگرش و رفتار زیست محیطی دانش آموزان مقطع ابتدایی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 2، دوره 12، شماره 1 - شماره پیاپی 47، فروردین و اردیبهشت 1400، صفحه 27-15   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2021.19422.4035

نویسندگان

محمود شرفی^{* 1}؛ سیروس محمودی²؛ بهمن حسین بر³

¹استادیارگروه علوم تربیتی دانشگاه پیام نور، تهران- ایران

²، تهران- ایران استادیار گروه علوم تربیتی دانشگاه پیام نور

³دانشجوی کارشناسی ارشد رشته آموزش محیط زیست، گروه علوم تربیتی دانشگاه پیام نور

تاریخ دریافت: 25 مهر 1397،  تاریخ بازنگری: 09 تیر 1400،  تاریخ پذیرش: 11 مرداد 1400 

چکیده

مقدمه و هدف: کسب آگاهی زیست ‌محیطی نخستین گام در راه پایداری است و اساساً شرط بقای آینده بشریت آگاهی زیست‌محیطی،  توانایی فهم اصول شناخت محیط‌زیست و زندگی کردن بر پایه آن­هاست هدف پژوهش حاضر بررسی اثربخشی روش آموزش اکتشافی مدرسه طبیعت بر دانش، نگرش، رفتار زیست محیطی دانش آموزان مقطع ابتدایی بود  روش شناسی: از لحاظ روش اجرا، جزء پژوهش های نیمه تجربی (آزمایشی) است. طرح پژوهش نیز، پیش آزمون- پس آزمون با گروه کنترل است. جامعه آماری پژوهش شامل همه دانش آموزان دوره ابتدایی مدرسه طبیعت در سال تحصیلی 97-96 به تعداد 185نفر بود که از این تعداد یک نمونه 50 نفری از دانش آموزان پایه چهارم به روش نمونه گیری در دسترس انتخاب شد و به روش جایگزینی تصادفی در دو گروه آزمایش (25) نفر و کنترل (25) قرار گرفتند. گروه آزمایش طی 10 جلسه 60 دقیقه ای تحت آموزش اکتشافی مدرسه طبیعت قرار گرفت.ا بزار گردآوری داده ها شامل ، پرسشنامه نگرش زیست محیطی دانلاپ و جانسون (2001) ، پرسشنامه رفتار زیست محیطی کایرز (2003) و پرسشنامه دانش زیست محیطی محقق ساخته که پایایی آنها به روش آلفای کرونباخ به ترتیب 85/0؛ 65/0 و 79/0 محاسبه گردید. روایی این ابزارها مورد تایید صاحبنظران و استادان گروه آموزش محیط زیست قرار گرفت.  داده های پژوهش با استفاده از تحلیل کواریانس مورد تجزیه و تحلیل قرار گرفت.  یافته ها و نتیجه گیری: نتایج نشان داد که آموزش اکتشافی مدرسه طبیعت در مقایسه با آموزش سنتی، بر دانش، نگرش و رفتار زیست محیطی دانش آموزان مقطع ابتدائی تأثیر مثبت دارد. با توجه به میزان تأثیر آموزش اکتشافی بر دانش زیست محیطی (37/0)؛ نگرش زیست محیطی (44/0) و رفتار زیست محیطی (74/0) در مقایسه با آموزش سنتی، مشخص شد که آموزش آکتشافی بیشترین تأثیر را بر رفتار زیست محیطی داشته است. پس از رفتار زیست محیطی، نگرش زیست محیطی قرار دارد و در نهایت، کمترین تأثیر آموزش اکتشافی بر دانش زیست محیطی بوده است. در نتیجه بهره گیری از محیط زیست می تواند به عنوان یکی از رویکردها و مؤلفه های موفقیت در امر آموزش و تدریس محتوای دروس مختلف در نظر گرفته شود، 

کلیدواژه‌ها

آموزش اکتشافی؛ مدرسه طبیعت؛ دانش زیست محیطی؛ نگرش زیست محیطی؛ رفتار زیست محیطی

عنوان مقاله [English]

The effectiveness of the nature school's exploratory training method on the environmental knowledge, environmental behavior and attitude of elementary students.

نویسندگان [English]

mahmoud sharafi¹؛ sirous mahmoudi²؛ bahman hosseinbar³

¹professor

²Payame Noor University

³education

چکیده [English]

Background and Objective: Acquiring environmental awareness is the first step towards sustainability, and basically the condition for the future survival of humanity is environmental awareness, the ability to understand the principles of knowing the environment and living based on them.The purpose of this study was to investigate the effectiveness of the nature school's exploratory training method on environmental knowledge,environmental behavior and attitude ofelementary students at Kavikonj School of Natural Sciences in Mashhad. The validity of these instruments was approved by environmental education experts and professors.
 Method: The statistical population of the study consisted of all elementary school students in the academic year of 1396-97 in a number of 75 students. Of these, a sample of 50 students from the second baseline were selected by random sampling method was divided into two experimental and control groups. The experimental group was trained at the nature school during 10 sessions of 40 minutes. The data gathering tool included Ali and McAnneri's Achievement Questionnaire (2001), Don lop & Johnson Environmental Attitude Questionnaire (2001) and researcher-made Environmental Knowledge Questionnaire. The reliability of this Questionnaire was 0.85, 0.65 and 0.85, respectively. 0.79 was calculated. The validity of these tools was approved by environmental education experts and faculty.The findings were analyzed using descriptive statistics and covariance analysis.
Discussion and Conclusion: The results  showed that the nature school's exploratory education has a positive effect on the environmental knowledge, environmental behavior and attitude of elementary students. Finally, compared to traditional education, it was found that exploratory education had the most impact on environmental behavior. After environmental behavior, there is an environmental attitude and, finally, the least has been the effect of exploratory training on environmental knowledge. As a result, using the environment can be considered as one of the approaches and components of success in teaching and teaching the content of different courses.

کلیدواژه‌ها [English]

Exploratory Training, nature schools, environmental knowledge, environmental attitudes, environmental behavior

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