چکیده:
Aim: This study was aimed to design environmental literacy curriculum for secondary school education
system in Iran using an integrated approach. Methods: This study is a quantitative type. Theory
basis, former resources, and environmental literacy component were extracted from theoretical
resources and research background using a descriptive narrative overview, and then the proposed
environmental literacy training framework study were classified as four elements (purpose, content,
methods of teaching-learning and evaluation) that consists of three components of knowledge,
skills, and attitude to the environment. Result: Data were presented to environmental experts and
curriculum developers. Kolmogorov–Smirnov single group test, binomial distribution test, single group
t-test, and Friedman test with SPSS software (version 20) were used for analysis purposes. Binomial
distribution and t-test results (P ≤ 0.05) represent the item’s importance in the views of the participants.
Conclusion: The findings show that develop the four basic elements of the curriculum based on the
integrated approach, based on three main components of the knowledge, skills, and attitude, facilitate
environmental literacy in high school students. In this context, it can be a combination of objectives,
content, teaching methods, and evaluation are applying. Environmental literacy Integrated method
proposed in this research is cross disciplinarily.
خلاصه ماشینی:
Designing environmental literacy curriculum for secondary school education system in Iran: Using an integrated approach Mahboubeh Soleimanpour Omran, Mohammad H Yarmohammadian1 Department of Educational Management, Islamic Azad University, Bojnourd Branch, Bojnourd, 1Health Management and Economics Research Center, Isfahan Medical Sciences, Isfahan, Iran Address for Correspondence: Dr. Mahboubeh Soleimanpouromran, Department of Educational Management, Islamic Azad University, Bojnourd Branch, Bojnourd, Iran.
com ABSTRACT Aim:This study was aimed to design environmental literacy curriculum for secondary school education system in Iran using an integrated approach.
Theory basis, former resources, and environmental literacy component were extracted from theoretical resources and research background using a descriptive narrative overview, and then the proposed environmental literacy training framework study were classified as four elements (purpose, content, methods of teaching‑learning and evaluation) that consists of three components of knowledge, skills, and attitude to the environment.
Conclusion: The findings show that develop the four basic elements of the curriculum based on the integrated approach, based on three main components of the knowledge, skills, and attitude, facilitate environmental literacy in high school students.
What are the proposed teaching and learning methods of environmental literacy curriculum for secondary school using an integrated approach?
• The third question: What are the proposed teaching and learning methods of environmental literacy curriculum for secondary school using an integrated approach?
• The third question: What are the proposed evaluation methods of environmental literacy curriculum for secondary school using an integrated approach?
Designing environmental literacy curriculum for secondary school education system in Iran: Using an integrated approach.