جستجوی مقالات مرتبط با کلیدواژه "environmental education" در نشریات گروه "شیمی"

The aim of this study is to analyze and compare the content of the chemistry textbook for the senior high school in 1399-98 school year in terms of attention to environmental education, which were examined by deductive coding method. To accreditation the results, two coders were used to accreditation the results, and the agreement between the coders was 90%. The results showed that the categories of environmental protection education are in the text with a frequency of 70, question 14, task 8 and image 18. The categories of environmental education are cognitive (91%), attitude (9%) and skill based (0%). According to the results, although the improvement in environmental protection education in the "10th and 12th Chemistry Text Books" is better than in previous years, this trend has not continued in the eleventh textbook. Therefore, the principle of diversity and continuity in environmental categories and different areas of teaching-learning has not been given much attention in textbooks.

The aim of this study is to analyze the content of high school chemistry textbooks regarding the components of environmental education and to improve their content in this field. The type of research is descriptive and the method is content analysis. The statistical population and the statistical sample of the research include three chemistry books of the tenth, eleventh and twelfth grades, which have been studied in the form of text, image and practice dimensions. Shannon's entropy method has been used to analyze the content of the books in question. The results show that component 4 (efficiency and optimal use of available materials, resources and energies) with a coefficient of significance of 0.168 is the most important component of environmental education in chemistry textbooks of senior high school and component 6 (the impact of pollutants on ecosystems) With a coefficient of significance of 0.107, the least important component of environmental education in chemistry textbooks is the second year of high school. Also, the lowest volume of components related to environmental education is in the form of images, and since the images provide students with objective and tangible information and lead to deep learning in them, this amount seems small.