Development of the Climate Change Education Plan in Formal Education Based on Educational Process Management in the ISO 10015 Standards | ||
| محیط شناسی | ||
| Article 16, Volume 42, Issue 1, June 2016, Pages 245-258 PDF (833.64 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22059/jes.2016.58119 | ||
| Authors | ||
| Shaho Karami* 1; Seyed Mohammad Shobeiri2; Hamidraza Jafari3 | ||
| 1PhD student in Environmental Education, Payame Noor University, Tehran, Iran, | ||
| 2Department of Environmental Education, Payame Noor University, Tehran, Iran | ||
| 3Department of Environmental Planning, University of Tehran, Tehran, Iran, | ||
| Abstract | ||
| Introduction Climate change is a change in the statistical distribution of weather patterns when it lasts for an extended period of time. Climate change may refer to a change in average weather conditions, or in the time variation of weather around long-term average conditions. Climate change is caused by factors such as biotic processes, variations in solar radiation received by Earth, plate tectonics, and volcanic eruptions. Certain human activities have also been identified as significant causes of recent climate change, often referred to as global warming. Shifting temperatures are climbing and sea levels are rising. And meanwhile, our planet must still supply us and all living things with air, water, food and safe places to live. If we don't act now, climate change will rapidly alter the lands and waters we all depend upon for survival, leaving our children and grandchildren with a very different world. The most important task of all countries in the face of climate change is to make efforts to reduce climate change and spend more time to anticipate and prevent its risks. The efforts and actions can be done in the current situationare including natural resource conservation, development ofgreen spaces, reduction ofpower consumption of fossil fuels, saving in consumption, recyclingand reduction ofwaste, sewage treatment, use of renewable energy sources and implementation of appropriate educational programs. The remarkable thing is that these actions by the government alone cannot be done and, thus, all persons in any countryshould play their role.This requires environmental education in the field of climate change for people to deal with these issuescorrectly. Thus, in last decade in various countries, studyhas been done in the field of education to climate change. But reviews of these studies, particularly in Iran, shows that adequate studies have not yet been done to educate climate change in the educational system. Therefore, the purpose of this study is development of the climate change education plan in the formal education system. Materials and methods Iran formal education system: educational system of Iran is comprised of three sections. These three sections include formal, informal and implicit. In this study, the third grade of the first period of high school is considered as a case study to develop a climate change education plan. Education in the educational process management in the ISO 10015 standard is in four steps; needs assessment, educational designing and planning, implementation, and evaluation. In the Figure (1), the educational process managementis represented according to ISO 10015 standard. Figure 1- Educational process management in the ISO 10015 standard Results and discussion As mentioned above in this study, climate change education plan for third grade of the first period of high school is developed based on educational process management in the ISO 10015 standard. Education in this system in four steps includes; needs assessment, educational designing and planning, implementation, and evaluation of results. Needs assessment The results show that, the most important educational needs, which are obtained with Fish Bowl technique, as followsare; introduction ofbasic concepts, current state of climate, climate change causes, effects and impacts, solutions and strategies for prevention, and mitigation and adaptation to climate change (Table 1). Table 1- Needs assessment of climate change education is for the third grade of first period of high school Needs assessment Rows Introduction ofbasic concepts 1 Current state of climate 2 Climate change causes 3 Effects and impacts 4 Solutions and strategies for prevention, mitigation and adaptation to climate change 5 The relationship between climate change anddifferent aspects of sustainable development 6 Educational designing and planning Educational designing and planning was donein the five steps, which the goals are: Development thinking aboutthe climate change, increase in student knowledge in this field, training of appropriate personnel to manage climate change. Table 2- Educational designing and planning is in separation steps to climate change education Results Steps of Educational designing and planning Rows -Development thinking about the climate change, -Increase in students' knowledge in this field -Training appropriate personnel to manage climate change Goals 1 -Students are acquainted with the climate, and they can explain balance in the temperature, greenhouse gases and energy. -Students can explain climate change and its causes. -Students can explain the effects of the climatechanges. -Students can explain the solutions to reduce the impact of climate change and strategies for adaptation to thechange. Educational analysis (behavioral objectives) 2 -Understanding basic concepts about climate, climate factors and the difference in weather and climate -Understanding the greenhouse effect and greenhouse gases -History of global warming -Study about natural and human factors of global warming -Effects of climate change on humans and natural environment Selection and organization of educational content 3 -Basic patterns of teaching -The pre organizer pattern -Problem-Solving pattern Determining patterns of learning and teaching. 4 -Educational methods: memorizingand repeat, lectures, tutorials, educational media -Participatory methods: Questions and Answers, practical demonstration, role-playing, group discussion, presence in the environment Selection the training methods and techniques 5 In the implementation of education, teacher is operator training and the Ministry of Education is in the form of Education Office and schools can support teachers in monitoring the implementation.In the evaluation step, the teacher in addition to the evaluation of classroom sessions should do a final evaluation. Thus,the evaluation should be a combination of formative and final assessment, which recommended the use of goal oriented Tyler pattern. Conclusion Accurate knowledge about the effects of climate change is essential as a key factor for conscious action and the formation of a person's determination to deal with the effects of climate change. Studies from around the world have observed an unfortunate chain of students not being given an adequate and accurate education on climate change, of teachers not knowing how or what to teach, and of thepublic that is misinformed about these issues.The structure proposed in this study to climate change education determined the contents that requirestudents todoneed assessments. This is based on educational designing and planning. Therefore, theteachers with use of educational designing and planning and on the job training increasetheir knowledge in this field and it will teach the students. | ||
| Keywords | ||
| Climate Change Education; Formal education system; ISO 10015 standard; Environmental education; climate change | ||
| References | ||
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