نشریه محیط زیست طبیعی

سنجش و ارزیابی مؤلفه‌های محیط‌زیستی در کتاب‌های درسی علوم تجربی مقطع متوسطة اول براساس آنتروپی شانون با نگرش ویژه به رویکرد STSE

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزشی علوم تجربی، دانشگاه فرهنگیان، صندوق پستی 889-14665،تهران، ایران.

10.22059/jne.2024.379357.2695

چکیده

بهترین سن برای ایجاد عشق و علاقه و حس مسئولیت نسبت به مسائل محیط‌زیست، مقاطع دبستان و متوسطة اول است. هدف این مطالعه بررسی جایگاه مؤلفه‌های محیط‌زیست در کتاب‌های علوم تجربی مقطع متوسطة اول است. روش پژوهش از نوع تجزیه‌و‌تحلیل کتب و داده‌ها براساس شاخص توصیفی آنتروپی شانون می‌باشد. جامعة مورد مطالعه همة کتاب‌های علوم تجربی مقطع متوسطه است. یافته‌ها  نشان داد که بیشترین فراوانی توجه به مؤلفه‌های آموزش محیط‌زیستی،  مربوط به کتاب علوم نهم (67 واحد) و کمترین آن مربوط به کتاب هشتم  است (46 واحد) است. مؤلفه‌های حیوانات و جانوران در کتاب‌های علوم نهم و هشتم، خاک و سنگ در کتاب علوم هشتم، مؤلفة  انرژی و غذا ‌در‌کتاب‌های هفتم و نهم، مؤلفه آب و دریاها در کتاب علوم هفتم از بیشترین توجه و فراوانی برخوردار می‌باشند. بیشترین ضریب اهمیت شانون در سه کتاب علوم تجربی مقطع متوسطة اول به‌ترتیب مربوط به مؤلفه‌ها‌ی جانوران (211/0)، منابع تجدید‌پذیر و تجدید ناپذیر (0/161)، گیاهان، جنگل‌ها و درختان (0/153) و  زیست‌سپهر (0/116) می‌باشد. مؤلفه‌های رشد و جمعیت و محافظت و نگهداری از کمترین ضریب اهمیت شانون برخوردار هستند و به مسائل مهمی مانند هوا و انرژی نیز توجه قابل توجهی نشده است. نتایج تحقیق نشان می‌دهد که برنامة درسی علوم تجربی توانسته است در برخی موضوعات محیط‌زیستی متناسب با نیاز دانش‌آموزان آموزه‌هایی در اختیار آنان بگذارد و تا حدودی به مؤلفه‌های آموزش محیط‌زیستی توجه شده است. آموزش با رویکرد STSE می‌تواند نقص‌های کتاب درسی در این خصوص را جبران کند.

کلیدواژه‌ها

عنوان مقاله [English]

Measurement and evaluation of environmental components in the experimental science textbooks of the first secondary level based on Shannon's entropy with a special attitude to the STSE approach

نویسنده [English]

  • Hamid Reza Vatanpour

Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran.

چکیده [English]

The best age to develop love and interest and a sense of responsibility towards environmental issues is primary and secondary school. The purpose of this study is to investigate the position of environmental components science books. The research method is the analysis of data based on Shannon's descriptive entropy index. The studied society is all the science books. The results show that the highest frequency of attention to the components of environmental education is related to the 9th book (67) and the lowest is related to the 8th book (46). The components of animals in the 9th and 8th books, soil and stone in the 8th science book, the energy and food component in the 7th and 9th books, and the water and seas component in the 7th science book have the most attention and abundance. The highest coefficient of importance of Shannon in three books of the first secondary level, respectively, related to the components of animals and fauna (0.211), renewable and non-renewable resources (0.161), plants, forests and trees (0.153) and Biosphere is (0.116).  The components of growth and population and protection and maintenance have the lowest Shannon importance coefficient, and important issues such as air and energy have not been given significant attention. The results show that the curriculum of sciences has been able to provide students with lessons in some environmental subjects that fit the needs of students and to some extent attention has been paid to the components of environmental education. STSE approach can overcome the shortcomings of the textbook.

کلیدواژه‌ها [English]

  • Components environmental
  • Experimental science books
  • Shannon entropy
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نشریه محیط زیست طبیعی
دوره 77، شماره 3
آذر 1403
صفحه 429-440