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ارائه طرح‌واره‌ی مفهومی آموزش حواس افزوده محیط‌زیست: رهیافتی به‌سوی پایداری | ||
| محیط شناسی | ||
| مقاله 7، دوره 50، شماره 2، شهریور 1403، صفحه 237-261 اصل مقاله (1.1 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jes.2024.365051.1008444 | ||
| نویسندگان | ||
| امیرعلی برومند1؛ محمد جواد امیری* 2 | ||
| 1گروه برنامه‌ریزی، مدیریت و آموزش محیط‌زیست، دانشکده محیط‌زیست، دانشگاه تهران، تهران، ایران | ||
| 2گروه برنامه‌ریزی، مدیریت و آموزش محیط‌زیست، دانشکده محیط زیست، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| امروزه نظریه‌پردازان تعلیم و تربیت محیط‌زیست بر درگیر کردن هرچه بیشتر حواس پنج‌گانه فراگیران در فرآیندهای یاددهی-یادگیری محیط‌زیستی تأکیددارند. ازاین‌رو، مطالعه حاضر باهدف ارائه طرح‌واره‌ی مفهومی «آموزش حواس افزوده محیط‌زیست» با رویکرد پژوهشی «کیفی» و روش «پدیدارشناسی» انجام شد. روش نمونه‌گیری «معیاری» و نقطه توقف پژوهش دستیابی به «حد اشباع نظری» و «حداکثر تنوع» بود که منجر به مصاحبه نیمه ساختاریافته با 12 معلم در حال خدمت و 13 دانشجو معلم شد. پس از مکتوب‌سازی مصاحبه‌ها، 570 مضمون پایه، 31 مضمون سازمان‌دهنده و 9 مضمون فراگیر احصاء گردید. نتایج نشان داد مضامین سازمان‌دهنده عبارت‌اند از «معرفت‌شناسی و تفکر فلسفی»، «بنیان‌ها و مبانی اخلاقی»، «شبکه روابط داخلی مؤثر بر فضای آموزشی»، «شبکه روابط خارجی مؤثر بر فضای آموزشی»، «مهارت‌های ارتباط با طبیعت»، «سازمان‌دهی»، «برنامه‌ریزی»، «قوانین و مقررات در فرآیند»، «ارزیابی از معلم در فرآیند»، «نقش معلم»، «نقش تسهیلگر»، «نقش تجربه‌گر»، «پشتوانه‌های دانشی-اطلاعاتی معلم/تسهیلگر»، «پشتوانه‌های پژوهشی معلم/تسهیلگر»، «اهداف آموزشی»، «محتوای آموزشی»، «رسانه و تجهیزات»، «ارزیابی معلم از شاگرد»، «روش‌های آموزش»، «فضای آموزش»، «گروه‌بندی»، «محدودیت‌های زمانی»، «محدودیت‌های مالی»، «محدودیت‌های فیزیکی-محیطی»، «محدودیت‌های فرهنگی»، «ابعاد فنّاورانه و تجربه‌های نمادین طبیعت»، «ابعاد فرهنگی-اجتماعی»، «ابعاد عاطفی و روان‌تنی»، «ابعاد محیطی و فیزیکی»، «تناوب برگزاری دور‌ه‌ها» و «بازه‌ی زمانی هر دوره». هم‌چنین مضامین فراگیر در بعد نظری عبارت بودند از «فلسفه»، «اصول مدیریت آموزشی» و «پشتوانه‌های دانشی-پژوهشی»، و در بعد عملی عبارت بودند از «ارتباطات و تعاملات»، «بازیگران صحنه یاددهی-یادگیری»، ، «برنامه درسی»، «محدودیت‌ها»، «بافت و بستر» و «فرکانس برگزاری دوره‌های آموزشی». یافته‌ها با نقل‌قول‌های مستقیم پشتیبانی شدند تا دیدگاه‌های مصاحبه‌شوندگان را واضح و کامل منعکس کنند. | ||
| کلیدواژه‌ها | ||
| "آموزش رسمی محیط‌زیست"؛ "آموزش اثربخش"؛ "آموزش حواس‌افزوده"؛ "تجربه طبیعت"؛ "تجربه‌کاوی" | ||
| عنوان مقاله [English] | ||
| Presenting the conceptual schema of sensory environmental education (SEE): an approach towards sustainability | ||
| نویسندگان [English] | ||
| amirali Boroumand1؛ Mohammad javad Amiri2 | ||
| 1Department of Planning, Management and Environmental Education, Faculty of Environment, University of Tehran, Iran | ||
| 2Department of Environmental Planning, Management and Education, Faculty of Environment, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| The level of senses involvement plays an important role in the level of environmental learning. This point of view has led environmental education (EE) theorists to propose a model of EE entitled sensory environmental education (SEE) which emphasizes involving the five senses of learners as much as possible in the teaching-learning processes of environmental issues. The aim of the present study was to present the conceptual schema of “SEE” in order to give coherence to the facts, descriptions, analyses, interpretations, criticisms and lived experiences of teachers and student teachers in this field. The approach to research was qualitative, and its method was phenomenology. The criterion sampling method and the stopping point of the research were to achieve “the theoretical saturation limit” and “maximum diversity” which led to semi-structured interviews with 12 teachers and 13 student teachers. After transcribing the interviews, 570 basic themes, 31 organizing themes and 9 Global Themes were counted. The results indicate that the organizing themes were “epistemology and philosophical thinking”, “ethical foundations”, “network of internal relations affecting the EE”, “network of external relations affecting the EE”, skills to communicate with nature”, “organization”, “planning”, “rules and regulations in the process”, “evaluation of the teacher in the process”, “the role of the teacher”, “the role of the facilitator”, “the role of the experimenter”, “knowledge-information supports of the teacher/facilitator”, “Teacher/facilitator research supports”, “Educational objectives”, “Educational content”, “Media and equipment”, and etc. The findings were supported by direct quotations to clearly and fully reflect the views of the interviewees. | ||
| کلیدواژه‌ها [English] | ||
| "formal environmental education", "effective education", "mindful education", "nature experience", "experimentation" | ||
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آمار تعداد مشاهده مقاله: 382 تعداد دریافت فایل اصل مقاله: 223 |
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