نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری فلسفه تعلیم و تربیت ، دانشگاه آزاد اسلامی وارحد اراک، اراک، ایران
2 استادیار گروه فلسفه تعلیم و تربیت ، دانشگاه آزاد اسلامی وارحد اراک، اراک، ایران. (نویسنده مسئول firstname.lastname@example.org
3 دانشیارگروه فلسفه تعلیم و تربیت ، دانشگاه آزاد اسلامی وارحد اراک، اراک، ایران.
عنوان مقاله [English]
Introduction: Considering the importance of the social dimensions of environmental threats, the present study was conducted with the aim of developing the necessary criteria and indicators of environmental education in the primary education system of Iran in the horizon of 1404 and prioritizing it.
Method: This study used a qualitative method to compile criteria and indicators and a quantitative method to prioritize criteria and indicators. Statistical population in the field of document analysis includes environmental content, bio-education, Supreme Leader's announcement on general environmental policies of the country, Article 50 of the Constitution of the Islamic Republic of Iran, 20-year Perspective Document of the Islamic Republic of Iran 1404, National Document of Fundamental Education Transformation. And education (macro goals and strategies), the national curriculum document that rules Theoretical saturation was selected and all teachers and experts in the field of education and environmental experts who were selected using snowball sampling method selected 60 people by snowball sampling method. The theme analysis method was performed.
Results: According to the results, the philosophy of bio-education in Iranian education in the form of 9 axes, the macro goals of bio-education in the form of 14 macro goals, the essential criteria and indicators of bio-education in the fields of knowledge (21 criteria), understanding and understanding (5 criteria), individual and civil responsibilities (5 criteria), and questioning, analysis and interpretation (7 criteria) were formulated and prioritized.
Conclusion: The results showed that experts in the field of education and environment place the greatest emphasis first on the criteria and indicators of knowledge, in the second place, the criteria of questioning and analysis, and in the third and fourth stages of the criteria and indicators in the field of understanding and responsibilities. They had someone in the field of environment.