پیوندهای مفید
آمار
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| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,580 |
| تعداد دریافت فایل اصل مقاله | 3,207,303 |
تلفیق برنامة درسی آموزش شیمی برای توسعة پایدار در دورة دوم متوسطه | ||
| مطالعات آموزشی و آموزشگاهی | ||
| دوره 11، شماره 4 - شماره پیاپی 33، اسفند 1401، صفحه 493-465 اصل مقاله (1.67 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| لیلا حبیبی* 1؛ پروین احمدی2؛ پروین صمدی2 | ||
| 1دکتری برنامهریزی درسی، دانشگاه الزهرا، تهران، ایران | ||
| 2دانشیار، گروه مدیریت و برنامهریزی آموزشی، دانشکدة علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر طراحی برنامة درسی آموزش شیمی برای توسعة پایدار در دورة دوم متوسطه است. پژوهش حاضر از نظر ماهیت از نوع پژوهشهای ترکیبی، از نظر میزان کنترل متغیرها از نوع غیر آزمایشی، از نظر هدف در زمرة پژوهشهای توسعهای است. جامعة آماری در این تحقیق عبارت بودنداز: کتابهای شیمی درسی دورة متوسطه، برنامههای درسی، اسناد مربوط به آموزش شیمی برای توسعة پایدار و اسناد جهانی. در بخش کیفی با روش تطبیقی و به کمک الگوی بردی برنامة درسی کشورهای مختلف (آمریکا، استرالیا، انگلستان، نیجریه، چین، کانادا، فنلاند، برزیل و ایران) را بررسی کرده است. تحقیق حاضر سعی میکند، عناصر اصلی برنامة درسی از جمله منطق، هدف، محتوا، روشهای یاددهی- یادگیری و شیوههای ارزشیابی آموزش شیمی برای پایداری را در کشورهای مورد مطالعه بررسی کند. از نتایج بدست آمده برنامة درسی جهت آموزش شیمی برای توسعة پایدار پیشنهاد شد. در بخش کمی به منظور اطلاع از اعتبار الگوی طراحی شده از نظر متخصصان از آزمون تی تکنمونهای استفاده شد. | ||
| کلیدواژهها | ||
| آموزش شیمی برای پایداری؛ برنامة درسی؛ توسعة پایدار؛ دورة متوسطه | ||
| عنوان مقاله [English] | ||
| Designing a Model in Chemistry Education for Sustainable Development in the Secondary School Curriculum | ||
| نویسندگان [English] | ||
| leila habibi1؛ parvin ahmadi2؛ parvin samadi2 | ||
| 1Ph.D. in Curriculum, University of Alzahra, Tehran, Iran | ||
| 2Associate Professor, Department of Management & Educational Planning, Faculty of Education & Psychology, University of Alzahra, Tehran, Iran | ||
| چکیده [English] | ||
| The current research aims to design a model of chemistry education for sustainable development in the curriculum of in the secondary, by using the views of experts and experts related to the subject. In terms of nature, the current research is a type of mixed research, in terms of the degree of control of variables, it is non-experimental, and in terms of its purpose, it is among developmental research. The statistical population in this research included: high school chemistry textbooks, curricula, documents related to chemistry education for sustainable development and global documents. In the qualitative part, the study of the curricula of different countries (America, Australia, England, Canada, Hong Kong, Finland, Nigeria, Brazil and Iran) on the one hand and the descriptive-analytical method on the other hand led to the identification of the main elements of the curriculum, including Logic, purpose, content, teaching-learning methods and evaluation methods, components and recognition of appropriate curriculum characteristics for chemistry education for sustainable development. Finally, using the findings of the research, a model in chemistry education for sustainable development was developed in the curriculum of current chemistry textbooks. The quantitative results obtained indicate the validity of the designed curriculum. | ||
| کلیدواژهها [English] | ||
| Chemistry education for sustainability, Curriculum, High school, Sustainable development | ||
| مراجع | ||
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An understanding of sustainability and education for sustainable development among German student teachers and trainee teachers of chemistry. Science Education International, 24(2), 167-194. Chemistry curriculum & training at the k-12 level. (2011). Skyline High School.www.michigan.gov/deq-p2ca-chemistry- cannon_ 29 .pdf. Chemistry Guide. (2016). United Kingdom. www.ibo.org. Curriculum Framework Education for Sustainable Development. (2016). Engagement Global gGmbH, Bonn.www.kmk.org. Education for Sustainable Development (ESD). (2012). Council of Ministers of Education in Canadian Faculties of Education. www.iisd.org › pdf › esd_canadian. Eilks, I., Sjöström, J., & Hofstein, A. (2017). Relevant Chemistry Education for Sustainability. Science Education Research and Education for Sustainable Development, 3-14. Garner, N., Siol, A., & Eilks, I. (2015). The potential of non-formal laboratory environments for innovating the chemistry curriculum and promoting secondary school level students education for sustainability. Sustainability, 7, 1798-1818. Hawley, T. (2016). New chemistry: Solutions for the 21st Century. The National Conference on Undergraduate Research (NCUR). University of North Carolina Asheville Asheville, 1553-1563. Hill, J., Devraj, K. D., & Verma, R. (2013). Challenges for Chemical education: Engaging with Green Chemistry and Environmental Sustainability. The Chemist, 86(1), 24-31. Holme, Th. (2019). Integrating Green and Sustainable Chemistry Principles into Education: Incorporating Elements of Green and Sustainable Chemistry in General Chemistry via Systems Thinking. https://www.sciencedirect. com/science /article. Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178. Jikubz, A. (2009). Integrating Education on Sustainability into Teacher’s Education. Good Practices No. 3. Paris, UNESCO. Juntunen, M. (2015). Holistic and inquiry based education for sustainability development in chemistry. Doctoral Disertaion, Department of Chemistry, Faculty of Science, University of Helsinki. Kanapathy, S., & Ern Lee, K. (2018). Sustainable development concept in the chemistry curriculum. International Journal of Sustainability in Higher Education, 1, 2-22. Karaarslanab, G., & Teksözb, G. (2016). Integrating sustainable development concept into science education program is not enough; we need competent science teachers for education for sustainable development. Environmental and Science Education. 11(15), 8403-8424. National Core Curriculum for Upper-secondary Education )2015(. The Finnish National Agency of Education. https://www.oph.fi/en. Nigerian educational research and development council (nerdc). (2020). Federal Ministry of Education – Senior Secondary Education Curriculum Chemistry for SS1-3. http://nerdc.org.ng/ curriculum /CurriculumView.aspx. O’Conno, H. (2015). Sustainability across the Australian Curriculum: Will It Remain a priority?. Sustainability Education, 7, 1-24. Santone, S., Saunders, S., & Seguin, C. (2017). Initial Findings from the IEA International Civic and Citizenship Education Study. Amsterdam, The Netherlands. Retrieved from https://www.iea.nl/sites/default/ files/2019-04/ICCS _2009 _Initial _Findings.pdf. Sustainable development goals. (2019). https://www.un.org / sustainable development. The Australian Curriculum Chemistry. (2016). http://www.australian curriculum. The Ontario Curriculum (Science), GRADES 9, 10, 11 AND 12. (2008). Ministry of Education. http://www.edu.gov.on.ca/eng/ curriculum/ secondary/ grades.html. UNESCO. (2017). Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia. Mahatma Gandhi Institute of Education for Peace and Sustainable Development, India. Vilches, A., & Gil-Perez, D . (2011). Creating a Sustainable Future: Some Philosophical and Educational Considerations for Chemistry Teaching. Science & Education, 22(7),1-16.Victorian curriculum & assessment authority VCE chemistry study design. (2007). Victorian Certificate of Education Study Design. http://www.vcaa.vic.edu.au/Docu ments/vce/ chemistry /ChemistrySD-2013.pdf. Watson, A. (2017). Sustainability education in primary and secondary schools: Great needs and possible solutions. Doctoral Dissertation, University of Tennessee, Honor Thesis. | ||
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آمار تعداد مشاهده مقاله: 783 تعداد دریافت فایل اصل مقاله: 530 |
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