چكيده لاتين :
It is necessary to teach students water consumption responsibility because of the water crisis in Iran. This paper aims to evaluate the content of water education in the course of “Man and the Environment” in the eleventh grade, second year of highschool, and to improve the quality of its concepts, by mixed quantitative and qualitative approaches. This study is quantitative based on the type of data and qualitative in terms of the type of approach to the problem. The quantitative part is surveyed with the descriptive-survey approach and the qualitative part with the analytical approach. In the quantitative part, a researcher-made questionnaire was conducted to collect data. The concepts of the questionnaire were organized with an emphasis on Bloom's classification, general objectives defined for water education in the book of the “Man and the Environment”, and semi-structured interviews with experts in the two sections of cognitive and emotional in the format of a five-point Likert scale. The validity of the questionnaire was confirmed by face and content-related validities, and its reliability with Cronbach's Alpha coefficient (0.75). A sample of 384 out of 429,175 students of the 11th grade was surveyed according to the Cochran's formula. In the qualitative part of the research, a Delphi specialized panel was also formed to find the root of the problem, and finally, the solutions were suggested and explained in the six topics by the experts. However, the results showed that although water education of the book has occurred at low levels of learning in both cognitive and emotional domains, it has failed at the intermediate and final levels of both domains. Afkhami, H. (2008). Images of Water in School Textbooks: A Content Analysis. Global Media Journal-Persian Edition, 2 (3): 1-30. [In persian].Akerblom, A.; Souckova, D.; Pramling, N. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cult. Stud. Sci. Educ. 14: 1–17.Alawi, M. (1392). Content Analysis of Fourth and Fifth Grade Science Textbooks in the Academic Year 90-91 in Relation to Environmental Education and its Protection and Appropriate Strategies for Planners in this Field. The first national conference on environment, energy and bio-defense in Tehran. [In persian].Amahmid, O.; El Guamri, Y.; Yazidi, M.; Razoki, B.; Kaid Rassou, K.; Rakibi, Y.; Knini, G. & El Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes and behaviours towards water use. Int. Res. Geogr. Environ. Educ. 2019, 28: 178–193. Amiri Esfahdah, H. (2011). Analysis and study of educational needs of environmental issues of high school teachers in Mashhad, educational year 89-90. Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].Angulo, F.; Zapata, L.; Soto, C.A. & Quintero, S. (2012). Contribuyen los talleres en el museo de ciencias a fomentar actitudes hacia la conservación del ambiente? Enseñanza Las Ciencias Revista Investigación Experiencias Didácticas 2012, 30: 53–70. Assadollahzadeh Mousavi, M. (2011). Study of social factors affecting water consumption pattern in Babol. Mazandaran University. [In persian].Badrian, A. (2016). Investigating the perceptions and misconceptions of third grade elementary students about the phenomena of evaporation and condensation. Journal of Education. 32 (2): 87-112. [In persian].Bagoly-Simó, P. (2013). Tracing sustainability: An international comparison of ESD implementation into lower secondary education. J. Educ. Sustain. Dev. 7: 95–112. Bagoly-Simó, P. (2014). Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico. Int. Res. Geog. Environ. Educ. 23: 126–141. Bagoly-Simó, P.; Hemmer, I.. & Reinke, V. (2018). Training ESD change agents through geography: Designing the curriculum of a master’s program with emphasis on Education for Sustainable Development (ESD). J. Geog. Higher Educ. 42: 174–191. Ballew, M.T.; Omoto, A.M. & Winter, P.L. (2015). Using Web 2.0 and social media technologies to foster proenvironmental action. Sustainability. 7: 10620–10648. Beiswenger, R.; Sturges, E.L.; Jones, R. (1991). Water education in Wyoming: Assessing educator’s knowledge of water topics and their use in the elementary curriculum. J. Environ. Educ. 23: 24–30. Benedict, F. (1999). A systemic approach to sustainable environmental education. Cambridge Journal of Education, 29(3), 433-446.Bjørndal, B., & Lieberg, S. (1975). Environmental education in primary school. A presentation of a Norwegian curriculum development project. Scandinavian Journal of Educational Research, 19(1), 131-151.Bloom, B.S. (1956). Taxonomy of Educational
Objectives
The Classification of Educational Goals; David McKay Company: New York, NY, USA. Boroumand, A. A. & Tabatabai Yazdi, F. (2019). The placment of environmental education in academic culture. The Second National Conference on academic Culture. Publications of the Research Institute for Cultural and Social Studies. (2): 1031-1040.Brody, M. (1995). Development of a curriculum framework for water education for educators, scientists and resource managers. J. Environ. Educ. 26, 18–29. Brundtland, G.H.; Khalid, M.; Agnelli, S.; Al-Athel, S.; Chidzero, B. (1987). Our Common Future; Brundtland Comission: Nueva York, NY, USA. Chatzifotiou, A. (2006). Environmental education, national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development. Curric. J. 17, 367–381. Chrobak, R.; Prieto, R.M.; Prieto, A.B.; Gaido, L. & Rotella, A. (2006). Una aproximación a las motivaciones y actitudes del profesorado de enseñanza media de la provin cia de Neuquén sobre temas de Educación Ambiental. Revista Electrónica Enseñanza Las Ciencias. 5: 31–50. Dadfer, m. (2012). Investigating the role and impact of environmental education in the formal education of Hediyehayeasemani and Olom-e-tajrobi in elementary school (from the perspective of Damavand teachers). Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literatura. Environmental Education Research. 15: 227–241. Dehghan, H., Pourreza Karinsara, N. (2017). Socialization of Water Consumption Reflected in Social Sciences Textbooks. Social Sciences, 24(77), 285-312. [In persian].Dibai, Sh., & Lahijanian, A. (2009). Review of middle school curricula with emphasis on environmental education. Environmental Sciences. 6 (3): 177-184. [In persian].Dieser, O. & Bogner, F.X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research. 22: 943–957. Ebrahimzadeh Shiraz, Z. & Maleki, H. (2010). Evaluating the content of textbooks in the first year of high school based on environmental education criteria from the perspective of teachers and students in Sabzevar in the academic year 89-90. Master Thesis. Allameh Tabatabaei University. [In persian].Educational Research and Planning Organization of Iran. (2017). Human and the environment, 11th grade of the second year of high school, 111268. Iran Textbook Publishing Company. First Edition. 122. [In persian].Educational Research and Planning Organization of Iran. (2017). Human and Environmental Teacher's Guide, 11th grade of the second year of high school, 111268. Iran Textbook Publishing
