Volume 4, Issue 3 (9-2021)
Iranian Journal of Educational Sociology 2021, 4(3): 194-203 |
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Mohkamkar F, Salimi L, Fallah V. (2021). Development of an Environmental Curriculum Model Based on Self-Management in High School: A Qualitative Study. Iranian Journal of Educational Sociology. 4(3), 194-203. doi:10.52547/ijes.4.3.194
URL: http://iase-idje.ir/article-1-1031-en.html
URL: http://iase-idje.ir/article-1-1031-en.html
1- PhD Student, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
Abstract: (2718 Views)
Purpose: This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study.
Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method.
Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school.
Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.
Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method.
Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school.
Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.
Type of Study: Research Article |
Subject:
Special
Received: 2021/05/16 | Accepted: 2020/10/31 | Published: 2021/09/23
Received: 2021/05/16 | Accepted: 2020/10/31 | Published: 2021/09/23
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