s.m. shobeiri

Education and improvement of human behavior with their surroundings, is the key to solving environmental crises. This shows the necessity of implementing environmental education programs on a large scale through electronic learning for citizens. In order to successfully implement e-learning, it is necessary to design a suitable model; therefore, the purpose of this research was to design and validate the model of e-learning in environmental-citizenship training.

This study was conducted with the aim of designing and validating the e-learning model in environmental citizenship training. This study was exploratory in terms of thematic nature and applied and developmental in terms of objective. This study was carried out in two phases; in the first phase, which was done with the meta-synthesis method, related domestic and foreign research available in the databases and libraries of universities or government centers were investigated and semi- structural exploratory interviews were used. According to the inclusion criteria, the content review was done on 150 researches, and 22 experts were selected to be interviewed in a purposive way using MAXQDA. The kappa coefficient (or Cohen's kappa) was used to measure reliability as well. In the second phase of the research, the validation of the model was done using a 5-point Likert scale survey, which was given to 42 experts in education, environment, electronic education, citizenship education, and in the second step, after collecting information, the data were analyzed using the method of Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) approach.

Using the meta-synthesis method in the qualitative part of the research, 15 components and 49 items related to the EEC model of the environmental citizen were extracted. Cohen's kappa coefficient confirmed 0.95 reliability of the designed model, which was at the level of excellent agreement. According to the findings of the quantitative part of the research, all factor loadings in this model were evaluated as very favorable or acceptable. The value of Cronbach's alpha for all components was above 0.7 and the combined reliability value for all variables of the model was above 0.6, which indicated good internal reliability. The average amount of extracted variance in all of the model structures was above 0.5; therefore, the divergent validity of the model was also confirmed. The coefficient of determination R2 for all of the model structures was evaluated as significant, and the appropriateness of the fit of the structural model was confirmed. The extracted effect size also showed that the quality of the system (Q2=0.795) had the greatest impact on the model. The values of t in all paths of the model were greater than 1.96. According to the results obtained from the modeling of structural equations based on the partial least squares method, there was a positive and significant relationship in the designed paths between the components of the model.

The items and components introduced in the design of the proposed model were also approved by experts. The designed model can be effective as a management tool in strengthening the provision of useful training and improving educational performance in this field. Also, the development of such models can help the decision makers as a guide to improve the education process to adopt a suitable policy for investing effective factors in the adoption and development of this educational approach.

Today, the world is facing with increase of population and shortage of foods. Organic products are produced without the intervention of any chemicals or artificial methods. In spite of general teaching to increase nutritional knowledge, there still is a deep gap between recommendations and what is seen in nutritional performance, so choosing the right teaching methods is very important. The present study was conducted to compare the effect of teaching of organic foods consumption by both traditional and participatory methods on nutritional knowledge and performance of ninth grade female high school students in Shahriyar.

In terms of purpose, this study was an applied study and in terms of data collection method, a field trial with two experimental groups and a control group. The statistical population was composed of ninth grade students of Fazilat High School located in Shahriyar, among who 90 students were selected by convenience sampling method and divided into groups by simple random substitution. The control group received no teaching. An experimental group received teaching by traditional method and another experimental group received teaching by participatory method. The questionnaire in this study was a researcher-made questionnaire with 32 questions. Questions 1 to 18 were related to nutritional knowledge variable and questions 19 to 32 were related to nutritional performance variable. The reliability, content and construct validities of questionnaire were confirmed by Cronbach's alpha, opinion of experts and confirmatory factor analysis, respectively.

According to the results of analysis of covariance, at 95% confidence level, teaching of consumption of organic foods by participatory method had no significant effect on students' nutritional knowledge. The effect of teaching on students' nutritional knowledge by traditional method was significant, since significance level (p=0.0001 and F=49.64) was less than 0.05 and this effect was equal to 0.46. The effect of teaching on students' nutritional performance by participatory method at significance level of p=0.0001 and F=42.21 was equal to 0.42 and by traditional method at significance level of p=0.021 and F=5.64 was equal to 0.10.

Teaching the consumption of organic foods by traditional method compared to participatory method, had a greater effect on nutritional knowledge of ninth grade high school students. Also, teaching organic food consumption by participatory method had a greater effect on nutritional performance of ninth grade high school students compared to traditional method.

The purpose of this research is to design and explain the health, safety, environment and energy education model in the mineral industry. The statistical population of the study was all health, safety and environmental education specialists.  Sampling was performed purposefully. Data were collected by a researcher-made questionnaire (48 items). Verbal and content validity of the tool was confirmed by experts and its reliability was confirmed by Cronbach's alpha. The data are analyzed using exploratory factor analysis and structural equation modeling using the least squares method or PLS method. The findings showed that educational process has four components of educational needs assessment, design of educational program, implementation of educational process, assessment of educational process which affect the productivity of health, safety, environment and energy education in mineral industry. Average Variance Extracted each were 0.565, 0.593, 0.602, 0.773, respectively. Also, these components were able to explain 543% of variance of the productivity education. The model fitted well. Also, the size of the extracted effect showed that the implementation of training (39.169) had the most effect on educational productivity. Also t values in all directions of the model were more than 1.96 and all the research hypotheses were confirmed. According to the results, the designed model is suitable for fitting and can be used in health, environmental and energy education in the mineral industry.

Increased concern about environmental issues and the need to respond to the international community and the integration of education and research programs on knowledge created. The use of ICT in education and training systems and the training program is active. The role of modern education for effective participation in the third millennium draws. This study aimed to assess factors affecting the implementation of mobile learning in environmental education programs. The research method was descriptive-analytic research is based on forecast. The population of students in Tehran during the 1394 school year. The stratified cluster random sampling was stratified, and ninth grade students from 12 area schools were selected randomly to 350 people. To collect data, a questionnaire was developed by Cheon and his colleagues. To determine the validity of the opinions of experts and Cronbach's alpha reliability coefficient was used. Data analysis was performed with SPSS and LISREL8.8. Path analysis results showed that all variables except the variable ease of understanding with attitude and independence of learning there is a significant relationship perceived behavior control.

This study investigates the effects of environmental education on female and male students' knowledge level through visual mass media. The data gathered by researcher made questionnaire which the specialist calculated its reliability (0.77). To get the research aim researcher used semi experimental method using the pre-test and post-test method between experimental and control group. The sample of this study was 60 university students who were selected by simple randomly among 1450 students of Shahid Rajaee teacher training university that didn't pass any course about the environment. Then they were divided randomly to experimental (n = 30) and control (n = 30) groups. The experimental group was taught by using visual (film) mass media, while the control group didn't receive any education. The information processed and analyzed by independent t-test. Results showed that the visual mass media have a positive impact on environmental knowledge of the students. So it is recommended to use visual media productions (videos, clips, etc.) as a platform for delivering knowledge, information and education,  in environmental issues.

The study aimed to evaluate the trend of Environmental Education in national Development Plans. Today, environment is threatened by the watershed catchments degradation, loss of biodiversity, types of pollution and extreme climatic changes. Since many of these changes are resulted from human activities and a lack of understanding of the environment, the development of culture and environmental education are considered to be the major initiatives in solving these problems. International Changes of the environment on one hand and the development of environmentally destructive processes in the country, as in many developing countries have led that issue of environmental protection than the focus of policy makers and decision makers in the country. In this paper we review the development plans of the country then we study status of environmental education and training and practice in the five-year plans, important goals of environmental education and activities required to achieve these goals is proposed.

The attitude and values for preserving and supporting the environment shape at an early age. This paper, using the way of analyzing the visual concept has studied mural paintings of Mashhad kindergartens. Statistical universe of this research includes total kindergartens of Mashhad city which totals include 322 kindergartens. The quality and quantity of most applicable environmental concept showed in this painting. In the way of analyzing visual concepts, at first a total interpretation from each mural painting is presented and then compared it with all available concepts in the table of analyzing content, one mural painting can comprise a collection of concepts. Results show that overall environmental concepts are not well covered in the mural paintings. However, the most selected subjects for mural paintings in kindergartens are the pictures of the friendly relations with nature and the least subjects about the discussion of restraining the pollution of the environment. The all related conceptions environments in these mural paintings are 2017 items that in an overall 27.2 percent of the content in Mural paintings are related to environmental concepts. This result, in addition to study the mural painting in kindergartens, will generalize also a new way in Enhancing children’s environmental awareness in kindergarten.