چکیده:
The purpose of this paper was to investigate the status of the components of sustainable development in Iranian elementary science curriculum and to present a desirable framework and its validation. The statistical population consisted of a group of experts on the components of sustainable development as well as a set of empirical science textbooks for six elementary schools in Iran in the academic year 95-96. The sample size of the expert group was 80 according to the Morgan sampling table and in the 12-volume textbook collection including teacher's guidebooks. The method of collecting qualitative and quantitative information was library and field. The reliability coefficient of the questionnaire was 0.81. Data were analyzed using descriptive statistics, factor analysis tests and Shannon entropy significance coefficients. Data were analyzed and analyzed by SPSS and Shannon entropy software. Overall, the results of the present study indicate the emphasis of the elementary science curriculum on the six components of sustainable development at the intermediate level, and needs to be revised.
خلاصه ماشینی:
The statistical population consisted of a group of experts observing the components of sustainable development as well as the collection of science textbooks for the six levels of the primary school period in Iran in the academic year 2016-2017.
The meaning of sustainable development in the primary period science curriculum is familiarity with consumption patterns, environmental preservation, waste disposal, and understanding the environment including water, air, soil, natural resources, preservation of living organisms, pollutants, and nutrition (Mousayi, 1388, p.
The fundamental question is: to what extent have sustainable development components been emphasized in the objectives, instructional content, teaching methods, and academic evaluation of primary period science?
Given the aforementioned aspects, seven research questions were raised in this study, in which the degree of emphasis of each sustainable development component, such as consumption patterns, waste disposal, preservation of living organisms, energy, natural resources, and ecosystem preservation, on each element of the curriculum in terms of objectives, instructional content, teaching methods, and evaluation was investigated.
Findings Consumption Pattern: To determine the degree of emphasis of the primary period science curricula on the consumption pattern component in each of the objectives, instructional content, teaching methods, and evaluation, content analysis of these curricula was conducted.
- In the research findings, it was observed that in the elements of objectives, instructional content, teaching methods, and evaluation of the science curriculum, emphasis has been placed on the ecosystem preservation component to some extent.
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