تحلیل چالش‌های اجرای آموزش توسعه پایدار در علوم متوسطه اول: مطالعه‌ای با محوریت موانع پیش روی معلمان

نوع مقاله : مروری

نویسندگان
1 کارشناس ارشد محیط زیست، گرایش ارزیابی و آمایش سرزمین، دانشکده محیط زیست، کرج ایران.
2 کارشناس ارشد بیوشیمی، دبیر شیمی، اداره آموزش و پرورش استان البرز، ناحیه 4 کرج، ایران.
3 کارشناس ارشد زیست شناسی، دبیر زیست شناسی، اداره آموزش و پرورش ناحیه 4 کرج، ایران.
4 کارشناس عمران، دبیر فیزیک، اداره آموزش و پرورش شهریار، شهرستان های استان تهران، ایران.
چکیده
با توجه به افزایش چالش‌های جهانی همچون تغییرات اقلیمی، کاهش منابع طبیعی، آلودگی محیط‌زیست و نابرابری‌های اجتماعی-اقتصادی، توجه به آموزش توسعه پایدار به‌عنوان ابزاری کلیدی برای پرورش شهروندان آگاه و مسئول اهمیت روزافزونی یافته است. پژوهش حاضر با رویکرد تحلیلی-توصیفی و مرور نظام‌مند ادبیات، به بررسی چالش‌ها و فرصت‌های آموزش توسعه پایدار در برنامه درسی علوم تجربی دوره متوسطه اول با تأکید بر نقش معلمان پرداخته است. نتایج مطالعات پیشین نشان می‌دهد که اگرچه برخی مؤلفه‌های زیست‌محیطی در کتب درسی علوم مورد توجه قرار گرفته‌اند، اما ابعاد اجتماعی و اقتصادی توسعه پایدار همچنان کمرنگ هستند و رویکردی جامع و یکپارچه برای پوشش همه ابعاد پایداری وجود ندارد. این وضعیت نشان می‌دهد که آموزش علوم تجربی در شکل کنونی خود، ظرفیت کافی برای آماده‌سازی دانش‌آموزان جهت ایفای نقش فعال در تحقق اهداف توسعه پایدار را ندارد. بر این اساس، پژوهش حاضر بر ضرورت بازنگری در محتوای کتاب علوم تجربی و تلفیق جدی‌تر مؤلفه‌های توسعه پایدار تأکید می‌کند. از سوی دیگر، نقش معلمان در پیاده‌سازی آموزش‌های مرتبط با پایداری بسیار تعیین‌کننده است؛ چرا که کیفیت تدریس، نگرش معلمان و توانایی آن‌ها در ایجاد ارتباط میان مفاهیم علمی و مسائل زیست‌محیطی و اجتماعی، تأثیری مستقیم بر یادگیری دانش‌آموزان دارد. از سوی دیگر، نتایج بررسی‌ها نشان‌دهنده چالش‌های متعددی برای معلمان در اجرای این آموزش‌ها است که به ترتیب اهمیت شامل های آموزشی و درسی، محدودیت منابع، دیدگاه ها و باورها، پیچیدگی مفهومی، فرهنگی و محیطی و در نهایت پشتیبانی سیاسی و سازمانی می باشد. این یافته‌ها نشان می‌دهد که آموزش برای توسعه پایدار نیازمند یک تحول همه‌جانبه در محتوای درسی، سیاست‌های آموزشی و توانمندسازی معلمان است. در نهایت، بازنگری محتوای آموزشی علوم تجربی و فراهم‌کردن بستر حمایتی برای معلمان می‌تواند گامی مهم در جهت تربیت نسل آینده‌ای آگاه، مسئول و توانمند در مسیر تحقق اهداف توسعه پایدار باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله English

Analyzing the Challenges of Implementing Sustainable Development Education in Middle School Science: A Study Focusing on Teachers' Obstacles

نویسندگان English

Amir Satari Rad 1
Alireza Panahi 2
Rasoul Zolfi 3
Mohammadreza Tajik 4
1 Senior Environmental Expert, Land Evaluation Department, Faculty of Environment, Karaj, Iran
2 Master of Science in Biochemistry, Teacher of Chemistry, Department of Education and Training, Alborz Province, District 4, Karaj .Iran
3 Master of Science in Biology., Teacher of Biology, Department of Education and Training, Alborz Province, District 4, Karaj, Iran
4 Civil Engineer, expert. Teacher of Physics,. Department of Education and Training, Shahriar., Tehran Province,.Iran
چکیده English

Given the increasing global challenges such as climate change, depletion of natural resources, environmental pollution, and socio-economic inequalities, attention to sustainable development education as a key tool for cultivating informed and responsible citizens has become increasingly important. The present study, using an analytical-descriptive approach and a systematic literature review, examines the challenges and opportunities of sustainable development education in the science curriculum of junior high school, emphasizing the role of teachers. The results of previous studies show that although some environmental components have been considered in science textbooks, the social and economic dimensions of sustainable development are still weak and there is no comprehensive and integrated approach to cover all dimensions of sustainability. This situation shows that science education in its current form does not have sufficient capacity to prepare students to play an active role in achieving sustainable development goals. Accordingly, the present study emphasizes the need to review the content of science textbooks and more seriously integrate sustainable development components. On the other hand, the role of teachers in implementing sustainability-related education is very crucial, because the quality of teaching, teachers' attitudes, and their ability to make connections between scientific concepts and environmental and social issues have a direct impact on students' learning. On the other hand, the results of the studies indicate several challenges for teachers in implementing these educations, which are, respectively, the importance of educational and curricular contents, resource limitations, perspectives and beliefs, conceptual, cultural, and environmental complexity, and finally political and organizational support. These findings indicate that education for sustainable development requires a comprehensive transformation in curriculum content, educational policies, and teacher empowerment. Ultimately, reviewing the educational content of experimental sciences and providing a supportive environment for teachers can be an important step towards educating a future generation that is aware, responsible, and capable in achieving the goals of sustainable development.

کلیدواژه‌ها English

Sustainable Development Education
Experimental Sciences
Middle School
Curriculum Content
Teachers
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