نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته مطالعات برنامه درسی دانشگاه تربیت دبیر شهید رجایی تهران، ایران.

2 دانشیار و عضو هیئت‌علمی دانشگاه تربیت دبیر شهید رجایی تهران

چکیده

هدف این پژوهش، بررسی میزان توجه به مؤلفه‌های آموزش برای توسعه پایدار در برنامه درسی (کتاب‌های درسی و راهنمای‌های معلم) علوم اجتماعی دوره ابتدایی است. روش پژوهش ترکیبی (اکتشافی، تحلیل محتوا) است. جامعة آماری این پژوهش همة کتاب‌های درسی علوم اجتماعی، راهنماهای معلم علوم اجتماعی دوره ابتدایی و اسناد جهانی یونسکو است. حجم نمونه با جامعه برابر است. ابزار جمع‌آوری داده‌ها در این تحقیق فرم تحلیل محتوای محقق ساخته و اسناد جهانی یونسکو است؛ برای تأیید روایی صوری و محتوایی فرم تحلیل محتوای محقق ساخته از نظرات 20 نفر از کارشناسان (تعلیم و تربیت و کارشناسان سازمان یونسکو، اساتید محیط‌زیست، جامعه‌شناسی و اقتصاد) استفاده گردید و روایی صوری و محتوایی آن مورد تأیید قرار گرفت، پایایی ابزار تحقیق توسط فرمول هولستی محاسبه گردید و 92/0 به دست آمد. به‌منظور تجزیه‌وتحلیل داده‌ها از روش تجزیه‌وتحلیل آنتروپی شانون استفاده گردید. نتایج به دست آمده نشان داد که در برنامه‌های درسی علوم اجتماعی دوره ابتدایی، در همه کتاب‌ها و راهنماهای علوم اجتماعی مورد تحلیل، بیشترین ضریب اهمیت مربوط به حقوق شهروندی و محافظت از محیط طبیعی است و کمترین ضریب اهمیت مربوط به مصرف پایدار و مصرف بیش از حد است. در این برنامه درسی به مؤلفه‌های آموزش برای توسعه پایدار به‌صورت نامتعادل توجه شده است؛ در برنامه‌های درسی علوم اجتماعی دوره ابتدایی بسیاری از مؤلفه‌های بعد فرهنگی (نقد فرهنگی، بازسازی فرهنگ، حفظ فرهنگ، سیستم مذهبی و باورها) و بعد اقتصادی، بعد اجتماعی و زیست‌محیطی فاقد فراوانی است

کلیدواژه‌ها

عنوان مقاله [English]

Surveying the Degree of Attention to Education for Sustainable Development in the Elementary School's Social Sciences Curriculum

نویسندگان [English]

  • Maryam Rezaie 1
  • Gholam Ali Ahmadi 2
  • Sayyed Mohammad Reza Imam Jomaa 2
  • Sadeq Nasri 2

1 Doctoral student in curriculum studies at Tehran Shahid Rejaei Teacher Training University

2 Assistant professor and faculty of Tehran Shahid Rejaei Teacher Training University

چکیده [English]

The purpose of the present study is to investigate the degree of attention to education for sustainable
development in the curriculum (textbooks and teacher guides) in the elementary
school's social sciences. The research method is the mixed one (exploratory and content analysis). The population
is consisted of the whole social sciences textbooks and teacher guides of
elementary school and global UENSCO documents. In this research the size of
sample numerically is equal to the population. The tools for gathering data are
global UNESCO documents and the researcher- made content analysis form. To
verify the formal validity and the content of the tools, 20 experts
(specialized in education, UENESCO,
environment, sociology and economy) were consulted and they confirmed
both the validity and content. The reliability was confirmed by Holesti formula
as 92%. To analysis the data, the Shannon's entropy analysis was used. The
results showed that in the whole elementary school's social sciences textbooks,
the impact factor is highest in citizen rights and conservation of environment,
whereas the lowest one was seen in sustainable consumption and excessive
consumption. In both textbooks and teacher guides of elementary social
sciences, the education for sustainable development
component is not in proportion as it would be. In the elementary
school's social sciences curriculum, the components of cultural dimension
(cultural critique, cultural rehabilitation, maintenance of culture and
religious system and beliefs) and socio- economic and environmental dimensions
lack the frequency.
 

کلیدواژه‌ها [English]

  • education for sustainable development
  • Curriculum
  • Social
  • sciences
  • elementary school

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