جستجوی مقالات مرتبط با کلیدواژه « آموزش محیط زیست » در نشریات گروه « محیط زیست »

Environmental education is one of the major concerns of environmental activists. Education is therefore important because it encourages desirable behaviors and increases the awareness of people in society. In the meantime, environmental education refers to the creation of harmonious and compatible behavior patterns with nature and understanding the relationship between man and his environment. In environmental education, it is necessary to bring children to a level where they can think well, see problems and issues and find solutions for them. In order to reach such a position, it is necessary to consider four important principles: 1) sensitizing children to the issues around them, 2) creating motivation to solve problems, 3) teaching critical thinking, 4) finding solutions in the education process. On the other hand, environmental education is considered a way to create and acquire environmental literacy. Environmental literacy means knowing environmental patterns and processes. In this context, there is a codified environmental education program under the title "Children's Place in the Environment" (ACPE) curriculum, which has six units. This program provides basic elements about the environment for teachers to teach students. The first unit includes respect for living organisms, the second unit is to preserve the soil, the third unit is to protect and renew the ecosystem, the fourth unit is to protect aquatic animals and plants, the fifth unit is to preserve natural resources, and the sixth unit is to achieve a sustainable society. The review of theoretical literature and previous research shows that the studies conducted so far did not analyze the content of the first and second year textbooks on a case-by-case basis, and each from a specific perspective with the aim of promoting biological literacy and paying attention to the environmental patterns of teaching. Examined the general this research, by examining previous studies and analyzing them, tries to examine and analyze the contents of the first and second year primary school textbooks from the perspective of environmental education.

In this research, the books of the first and second year of primary school have been examined based on the approach of environmental education and with the method of content analysis. The first year of primary school has five textbooks; let’s write Farsi, read Farsi, experimental sciences, mathematics and teaching Quran, which is also added in the second year of elementary school. In this research, the analyzed society is the textbooks of the first and second year of elementary school, compiled in 2010, which are all counted. The unit of analysis is images and written text. The reason for choosing textbooks is that textbooks are the most important and widely used educational media used in the education system. This educational medium has a more fundamental role in countries with a more centralized system and facilitates the learning process.

In order to answer the research question, all the books were analyzed and pictures and texts related to the environment were recorded. Surveys showed that topics related to the environment are mainly limited to introducing animals, elements of nature, introducing plants, referring to the beauty of nature, expressing feelings towards nature, referring to natural foods and enjoying nature. be On the other hand, educational sentences are very few and do not stand out significantly. The findings of the research show that in the textbooks of the first year, the names and images of animals are the most frequent, so that 239 cases in the three books "Let's write Persian", "Read Persian" and "Experimental science" were about animals. 95 items were dedicated to the names and images of plants, and the sky and its elements and water, river and sea were also discussed from the aspect of introduction. In the math book, there are 31 pictures of animals for teaching addition or subtraction, 30 pictures of flowers and plants, 18 pictures of fruits and 3 pictures of life in the village. In the books of the second grade of primary school, the situation is somewhat different. Because unlike the books of the first year, which mostly introduce animals, plants or single words, in the books of the second year, the child is faced with coherent texts that intend to convey a message. Names and images of animals, names of fruits, introducing elements of nature, referring to the beauty of nature and giving importance to green spaces are such. The general content of the second Farsi book, read and write, is similar to writing. Enjoying nature, pictures of nature, animal life in the forest, pictures of butterflies, ants or the relationship between flowers and butterflies, learning words related to nature such as mountain, sea and forest, taking care of trees, branches and flowers, helping Animals, description of water and its sound, description of rainbow and presenting an image of happiness of parents in the heart of nature next to a river are the general concepts presented in the book. Key sentences are mainly mentioned in the science book of the second year of primary school. At the beginning of the book, the introduction of animals and their habitats is illustrated, and in one section, the topics of land and soil are mentioned. The contents related to land and soil are somewhat compatible with the objectives of the "Children's Place in the Environment" curriculum. In the second grade book of Heavenly Gifts, nature is mentioned as a heavenly gift that children are happy to have. In this book, there are beautiful pictures of flowers and plants, trees, forests, insects, clouds, and the sky, which give students a good feeling.

In the reviewed books, the creation and strengthening of a supportive attitude towards the environment has been brought up in an emotional way, and the beauty of nature has been mentioned in several cases. While not much attention has been paid to how to deal with the environment, and environmental issues, how to deal with them, creating sensitivity towards the surrounding environment, increasing the skill of recognizing issues and participating in solving environmental issues are at a very low level. are located In general, it can be said that the goals of environmental education, such as creating sensitivity towards the environment, creating participation in the improvement and preservation of the environment, the ability to identify and solve environmental problems, have not been realized in these books, and only superficial content has been presented. Enough of the environment and its issues. However, awareness of the elements of the environment and nature has been addressed to some extent. But it seems that the introduction of elements of nature does not necessarily lead to correct behavior and dealing with nature, and the analyzed books do not have the ability to motivate and think critically among students.

Human's continuous encroachment on the environment and indiscriminate harvesting and improper use of natural resources have caused irreparable damage to the environment. Throughout their lives, humans have disturbed the balance and harmony of the environment with their interference and negative effects on the regular rules of nature, and it has progressed to the point where the human society is faced with a multitude of environmental problems. Therefore, the recognition of adverse environmental behaviors, their management and control, is the foundation of education that should be considered by curriculum planners through content and textbooks from the very beginning of formal education. One of the effective ways in this matter is teaching environmental concepts in elementary school. Environmental education through conceptualization in textbooks can be a vital tool to deal with environmental problems. Therefore, the purpose of the research; The analysis of environmental literacy concepts in elementary school science books is based on the national curriculum.

The research method is descriptive and content analysis type. The statistical population included the experimental science books of elementary school, which due to the nature of the subject, sampling was not done and all the statistical population was investigated. The data collection tool was the content analysis list made by the researcher, which was made with the judgment of experts. The data was analyzed using descriptive statistics.

The results of the research showed that in the experimental science books of elementary school; Based on the components of environmental literacy (water consumption management, electricity consumption management, gas consumption management, waste management, forest conservation, animal conservation); The most attention in the first and third grades; water consumption management (25.79 and 35.19 percent), second grade; waste management (34.69 percent), fourth, fifth and sixth grades; forest preservation (22.64, 22.15 and 31.91 percent). Also, attention to environmental elements in the entire primary period (with frequency of 987), the most attention is related to the fifth-grade experimental science book with 21.47 percent and the least attention is related to the sixth grade with 14.28 percent. On the other hand, based on prioritization; The most attention of experimental science textbooks in elementary school was on water consumption management (with 217 frequency) and the least attention was on gas consumption management (with 115 frequency).

Environmental concepts do not have a favorable position in experimental science books of elementary school. Considering the environmental problems in the country, it was suggested to review the content of experimental science textbooks to pay more attention to environmental components and to include skill-oriented environmental content in the first to third grades and research-oriented content in the fourth to sixth grades, Vertical and horizontal organization in the design of environmental content of experimental science textbooks and balanced distribution of content in the first to sixth grade should be observed, More content on the topic of waste should be included in the content of elementary school textbooks, especially the topic of waste management in the fifth and sixth grade, More content should be devoted to the issue of energy and centrality of gas consumption in the third and fourth grade books, Content related to forest and animal conservation should be included in all the elementary grades.

Environmental education is the most basic method in protecting the environment, the purpose of which is to find the most appropriate and best system and method of presenting materials and implementing a structure that is the basis for improving environmental awareness at the community level. In the current research, the effect of education in improving students' awareness about the importance of environmental issues has been investigated.

The current research is applied in a descriptive, correlational and relational manner and its implementation method is carried out in the field using a questionnaire and data analysis using SPSS software. For the purpose of investigation, 150 questionnaires were collected by random cluster sampling among the students of the pre-eleventh grade in Karaj city and 150 of the eleventh grade students.

The results of the Spearman correlation coefficient are as follows: Students of the 11th grade who have had a human and Environmental book as part of their courses, their awareness about the environment has increased.

Also, the higher the education level of the students' fathers, the more the students' awareness of the environment has increased. The results of the correlation coefficient between two variables of mother's education and students' awareness about the environment indicate that there is a significant relationship between the two variables at the 5% error rate. In other words, the higher the level of mother's education, the more students' awareness is about the environment.

Education is the most effective mechanism for society to deal with the greatest challenge of this century; That is, environmental pollution. The purpose of this study was to evaluate the attention to environmental education in preschool textbooks.

All Guilan preschool education textbooks were selected as the statistical population of the research and considering the nature of the present study, the entire statistical population was considered as the sample. The Study tools was a content analysis research checklist, including Wisconsin standards of environmental education. Accordingly, in the preschool textbooks, the sub-components related to each of the five key components of the above standards were extracted and each component was formulated into five sub-components.

After coding and counting the frequency of each of the sub-components, using descriptive statistics (frequency, relative frequency and cumulative frequency), the most attention was paid to the field of question and analysis skills (84.72%); then, personal and civil responsibility (6.38%); the skill of action and decision making (5%); the knowledge of natural processes and systems (2.77%); and, finally, the skill of studying environmental issues have allocated the least amount of attention (1.11%).

Since the attention to the criterias of environmental education in the content of preschool curriculum was not optimal and satisfactory, which is considered as a disadvantage of these books. Therefore, duo to the importance of teaching these issues in preschool education as Basic course in child learning, it is suggested that educational content planners focus more on textbook compilation, revision and incorporation of environmental education indicators and standards into textbooks.

In the new approach to ecotourism, as a spatial model of tourism in nature, the purpose of ecotourism is not only for tourism and recreation, but also as a means of environmental protection and economic development. In this view, ecotourism is primarily concerned with environmental considerations and the concept of sustainable development, and recreation is of secondary importance. In this study, conditional valuation method and questionnaire were used to estimate the ecotourism value of Kosalan protected area. For this purpose, logit analytical model was used and based on the maximum likelihood method, the indicators of this model were estimated and evaluated. Respondents' opinions are divided into five groups: completely agree, agree, disagree, disagree and strongly disagree as a percentage. The results show that visitors agree with the following in order to protect the environment: Receipt of value added tax by the government to protect the ecosystem and plant and animal species of the region, the participation of indigenous peoples and in the protection and preservation of habitats And its revival, education and environmental awareness, economic and social development of human societies. The point to be noted is the large number of private investment in the region, which reminds the government of the need for more attention and investment.

The water crisis is one of the most paramount challenges in Tehran province. Virtual water management and education in many countries is a measure to overcome water shortage, especially in the agricultural sector. In Iran, virtual water consumption per capita in the agricultural sector is about 20% higher than the world average. This research was conducted with the aim of designing a model of virtual water education in the agricultural sector with the approach of resistance economy and sustainable development in order to inform the users of virtual water and protect the environment, water resources, and sustainable development in the year 2021.

The method of this research was a combination. In the qualitative phase of the research, in order to identify the main and sub-components of the model, the technique of grounded theory was utilized. A semi-structured interview method was conducted to collect data in this phase. The purposeful snowball method was applied in the qualitative phase for sampling. The statistical population of the quantitative part included professors of related universities, experts, and managers of the executive organizations of the Ministry of Agricultural Jihad. According to the statistics and information obtained, the total number of contacts was 360. The sample size was determined by Cochran's formula of 181 people. A researcher-made questionnaire with a 5-point Likert scale was designed to collect data. Descriptive statistics measures (mean, standard deviation, variance, frequency, and percentage) were calculated for data analysis in the quantitative phase, and confirmatory factor analysis was employed in the inferential phase.

The results of comparing the mean value of the components obtained from the test (t-test) illustrated that there is a significant difference of 1 percent between the current and desired means in all components and the current state of virtual water management education is not desirable. The validity of the questionnaire constructs was calculated by the convergent validity method at the level of 0.49 and the reliability of the questionnaire was calculated by the ordinal coefficient alpha at the level of 0.81. The qualitative findings of the research revealed that 11 components and 37 sub-components were the components of the virtual water education model in the agricultural sector. Based on the standard factor loadings of qvh(γ), the content components of virtual water education (0.97), methods of virtual water education (0.96), and principles of virtual water education (0.92) are respectively, the most substantial in explained the model of virtual water education. Moreover, the confirmatory factor analysis of the components illustrated that the identified components had sufficient factor loading to predict virtual water education in the agricultural sector.

The fit indicators of the education model in the agricultural sector illustrated that the developed model has a good fit and in addition to awareness and behavior change, the model can be a road map for the trustees and agents of education activities for virtual water users in the agricultural sector. Implementing virtual water education through the prepared model can be expected to prevent the wastage of water resources in the agricultural sector and protect natural resources. Furthermore, based on the upstream documents, it is an opportunity to attain modern agriculture, resistance economy, sustainable development, and environmental protection.

Most of the problems in the environment are due to a lack of sufficient knowledge and cultural weakness in the relationship between man and nature. This issue is in fact a kind of cultural problem, so it requires national and international efforts to strengthen the culture of environmental protection at different levels of society, especially in children.One of the most important concepts that a child interacts with during his or her influential years is nature. The direct and indirect experiences of nature have been one of the most important factors in the physical, perceptual, emotional, and even moral development of human beings. The researches show that children spend a large part of the day watching TV and playing computer games. It is estimated that between 15,000 and 30,000 species become extinct each year, and many species are endangered.This reduction in diversity indicates a widespread decline in species populations and the disappearance of familiar ecosystems to children. On the other hand, education is a kind of long-term investment and of course valuable for society and the key to development. Therefore, strengthening the curiosity and cultivating the scientific spirit in children and adolescents is something that guarantees the scientific and technological progress of the country. Since one of the most sensitive and widely used issues that all members of society face throughout their lives in the environment, therefore, education related to it is very important. This study was conducted with the aim of creating environmental concerns, understanding, and impact of students in schools in Delfan and Selseleh districts.

In the present study, the statistical population was selected from all primary school students in the central and Kakavand districts (Delfan and Selseleh cites), and then a stratified proportional to the volume of 252 students was selected. In order to collect data, 504 standard questionnaires were distributed in pre-test and post-test. For this purpose, environmental skills training in primary schools was prepared using photos, videos, animations, PowerPoint, flashcards, posters, etc.Based on this, an estimate of the biodiversity of the regions was made first. In the next step, 252 randomly selected students filled out the pre-test questionnaire and after getting acquainted with the environmental issues and plant and animal species that were identified and evaluated, completed the post-test questionnaire.At the first, the Kolmogorov-Smirnov test and Shapiro-Wilk test were used to evaluate the normality of the data. Indicators based on information theory were used to assess biodiversity. The results were analyzed using the Wilcoxon test and Shapiro-Wilk test and evaluated by box chart. Also in this study for statistical analysis of differences in the subgroups of students' gender (girl or boy), students' place of residence (city or village), and students' educational level (preschool, first grade, second grade, third grade, fourth grade, fifth grade and sixth grade Mann-Whitney test was used.

According to the results of the Wilcoxon test, a significant difference was observed between pre-test and post-test results. However, there was no significant difference between the sexes of the students in the pre-test. According to the results, the level of skills enhancement of urban students was higher than students living in rural communities, but in the post-test stage compared to the pre-test stage, the result changed. One of the reasons for this increase in post-test changes in the rural student community is the possibility of potential talents due to skills development, but in the urban student community, this potential is not possible due to access to educational facilities at a higher level of the village.According to Figures 3-5 and 3-6, the level of knowledge of students in preschool to sixth grade is relatively increasing. Comparison of the fifth and sixth grades shows that the range of changes in the post-test stage is much smaller than the pre-test stage. This indicates an increase in the level of knowledge due to the test at higher levels, but according to the results obtained in the pre-test and post-test stages in preschool students, the first and second amplitude of changes in the post-test stage is greater than the pre-test stage.The difference in the level of education was such that the third grade can be considered as a prerequisite for teaching environmental skills training among male and female students and rural and urban communities. Understanding the importance and necessity of public environmental education becomes apparent when one considers the fact that environmental education increases public knowledge and awareness of the environmental consequences of human activities, which develops the skills necessary to preserve the environment throughout life and creates a sense of responsibility for the general public to achieve a healthy environment and a commitment to preserving the environment for future generations and achieving this important goal and sustainable development requires environmental education.

In general, education to increase insight, knowledge, awareness, and skills in the development of environmental literacy is a major task for researchers in a community. Many sections of society, such as home, family, school, community, workplace, interest groups, and the media, can play a key role. Achieving the necessary environmental literacy is the main task of our schools. Environmental education is a tool for developing environmental literacy. As a society, we need to know to what extent environmental education in schools is appropriate for achieving skills enhancement in an environment that is becoming increasingly complex. Therefore, it is important to pay attention to the following:- The third grade can be considered as a prerequisite for teaching environmental development skills among male and female students and rural and urban communities. Therefore, if local governments and decision-makers want to provide skills development training, especially in the field of environment, they can consider this training from the elementary third. Establishment of green schools in different parts of the west of the country, especially Selseleh and Delfan regions (due to high biodiversity and readiness to accept environmental sciences)  Inclusion of environmental protection and protection issues in the textbooks of students of all levels of education, especially primary school. Organizing training workshops on environmental issues for teachers, villagers, village elders, and especially mothers.

Environmental literacy is the ability to understand the natural systems that make our lives on planet possible, so in an environmentally literate society, there is a sustainable society that knows that its life depends on the environment. In this study, the level of environmental education (knowledge, attitude and practice) of students of Malayer University regarding different aspects of the environment was evaluated.

The method of this research is applied in terms of purpose and in terms of data collection is descriptive-survey research. The statistical population of all students is studying in the second semester of 2016 -2017. In 7 faculties of Natural and Environmental Sciences, Basic Sciences, Engineering, Literature and Humanities, Mathematics and Statistics, Agriculture, Civil Engineering and Architecture Studying. The importance and prioritization of environmental literacy indices were investigated using the hierarchical analysis decision making model.

Based on the results of students' knowledge and attitude about the environment, they are at a relatively good level but it's not the same in faculties. The highest level of knowledge was in the students of the Faculty of Natural Resources and Environmental Sciences and then at the Faculty of Agriculture. Then, the importance and prioritization of environmental literacy indicators were studied. To this end, a hierarchical analysis decision making model was used. Based on the results of the three main criteria of knowledge, attitude and practice, the highest priority was the knowledge standard with a weight of 0.69. Also, the performance criterion with weight of 0.23 and attitude with weight of 0.07 respectively had second and third priorities in terms of students.

Among the three criteria of knowledge, attitude and practice of knowledge criterion are the most important. Raising the weight of students' environmental knowledge and understanding of environmental degradation factors and understanding which factors are most threatening the environment in today's society are promising for having a healthy environment and achieving sustainable development. Also, the result is that students in the environmental sciences have a better understanding of the environment and related issues, Emphasizes the need to incorporate efficient environmental education throughout higher education institutions. Therefore, universities can increase the level of environmental education of the students in the training of human resources specialists and responsible for the environment to take effective steps to research the goals of sustainable development

Environmental Education (EE) is a broad concept that addresses a range of methodological, thematic, and audience issues. Over the past three decades, environmental educators have sought to provide distinctive goals, definitions, standards, and guidelines to help educators and facilitators understand how to differentiate environmental education from other educational practices and how to make it effective.Environmental education is a very important discipline for achieving sustainable development (SD), because it as been identified as the prerequisite for any effective and long-term action is to explain the principles, frameworks and principles to achieve sustainable development. One of the obstacles to the successful implemention of Sustainable Development Plan and achieving maximum effectiveness results is scattered, simple and incorrect perceptions of the concept of environmental education, its function and dimensions among people. Chapter Thirty-six of Agenda Twenty-One (Rio de Janeiro, 1992) introduces public participation as the introduction to sustainable development and public education as the introduction to participation. This transnational international document emphasizes that content must include environmental education and sustainable development.Many paragraphs of the United Nations Conference on Sustainable Development statement (Rio de Janeiro 2012) repeatedly emphasize that people are at the center of sustainable development and that member states must commit to providing environmental education in order to achieve the goals of sustainable development. These trainings are vital because they promote the development of social capital and environmental insight, and expose people to a social transformation approach with their rights and responsibilities, and move from unsustainable one-dimensional economic development to far-reaching sustainable development.Despite the fact that books, articles, national and international transcendental documents in the field of environmental education are now available, a comprehensive definition of this concept to cover all theoretical and scientific aspects, and a theory or conceptual model that determines features, strategies, executive arms and results is not available. This study aimed to fill this gap and provide a comprehensive approach to the field of effective environmental education.

The present research has been done by documentary method with an explanatory-analytical approach. In this regard, the analysis of national and international documents, articles and books in the field of environmental education continued to the point of theoretical saturation. The findings of this study led to the presentation of clear theoretical and practical definitions of effective environmental education, and the presentation of the conceptual model of "effective environmental education". In this conceptual scheme, an attempt was made to integrate facts, descriptions, analyzes, and interpretations, and to clarify existing criticisms, characteristics, strategies, executive arms, and results of effective environmental education. Finally, suggestions were provided based on the findings.

Many experts believe that the best way to strengthen the values of the environment in society is to provide environmental education. In this regard, the present article has been done with the aim of creating a discourse and in response to the question of what is effective environmental education. Because education has a social and moral commitment, learning environmental teachings, provided they are applied and problem-oriented, leads to individual activism and a sense of responsibility and intergenerational commitment. Without striving for quality and efficient education to institutionalize ethical principles, achieving sustainable development will also be impossible.The results of this study are in line with the results of the World Conference "Science for the 21st Century, a New Commitment", which comprehensively examined the future orientation of science and education in communities and people's expectations. Therefore, effective education equipped with moral restraints or in other words "ethical education" is recommended.The results of this study indicated that in the theoretical dimension, effective environmental education could be defind an intertwined set of perceptions, interpretations and analyzes related to the process of transmitting insights, attitudes and active actions . In the executive dimension, effective environmental education includes categories such as macro planning by policy makers and officials, production of content and application of knowledge received by learners at different levels of society. Effective education can be policy-making, teaching and guidance, as well as conducting research.The authors of this study, along with Mehr Mohammadi (2013), who cites a problem called Hyperfactualism, as quoted by David Easton, argue that no organization wants a cluttered mass of information and an over-indulgence in facts unless in the form of an intellectual framework that enables people to study or ask better questions and interpret observations. In this regard, in the field of research in effective environmental education and to avoid the problem of hyper-realism, efforts were made to consolidate facts, descriptions, analyzes, interpretations and criticisms in the form of a comprehensive conceptual model, so that the characteristics, strategies, executive arms and the resuls of environmental education become more transparent.As shown in the conceptual model, effective environmental education has five characteristics, nine strategies and five executive arms; the interaction of all these cases will deliver effective environmental education. The result of effective environmental education is also shown in the development of learners' ecological identity, increasing social capital, educating ecological citizens and creating a platform for citizen participation in social management. Finally, due to the vastness of the field of environmental education research and the lack of research to theorize and provide conceptual models in this field, researchers and experts are advised to focus on each of the dimensions of effective environmental education in future research. Finally, recommendations were provided to all involved groups. For example, it is recommended to policy makers in scientific institutions to allocate parts of their expertise and budget to research projects that specifically focus on the basic principles of environmental education and research that seeks to increase the effectiveness of this process to achieve sustainability in quantitative and qualitative methods. Environmental facilitators in environmental education centers such as nature schools are advised to try to give learners the power of analysis by conveying a general and inferential view, so that they can make the right decisions in accordance with the principles of sustainability in various situations. Educators in all public and private institutions, organizations and agencies that are responsible for the serious task of environmental education are recommended to benefit from the experiences of others while sharing their experiences presenting articles, lectures and other formats.

This qualitative research was conducted with the aim of investigating the challenges of rural women's environmental literacy extension in Kermanshah province. The study population consisted of experts’ environment, natural resources, agricultural extension and nongovernmental organizations in Kermanshah province. Samples were selected using purposeful and criterion sampling method. Content analysis of data showed that the lack of systematic, comprehensive and appropriate planning with context, the lack of accountability and responsibility for environmental issues, the lack of between and within sections communication, the lack of priority of rural women in environmental education, problems related to the provision of skilled force and adequate funding for education, especially for women's education, inefficient policies and organizational structure and the lack of environmental perspectives has led to the lack of planning and proper implementation of programs and environmental education, especially for women. The results of this study can help planners to improve the level of environmental education for rural women.

Today's societies must be familiar with their environment to achieve the goals of sustainable development. One of the most fundamental solutions is to teach environmental knowledge in all educational grades.

For this purpose, the present study explored the effects of environmental education for both teaching staff (teachers) and students in the first-grade high school using two researcher-designed questionnaires. The research method was descriptive-analytical and the data were collected by completing the questionnaires for two groups of teachers and first-grade high school students based on the five-point Likert scale (from very high to very low). The statistical population of the study was determined by the factor analysis test to be 72 for teachers and 180 for students. The Kieser-Mir-Oaklin and Bartlett tests were used for factor analysis in the SPSS software package.

The reliability coefficient was acceptable for both groups. The results show that students' environmental behaviors along with environmental theories of correct theory-practice are of equal importance. Also, improving teachers' environmental knowledge has a significant effect on students' behavior and positive attitudes.

Therefore, to achieve the goal of promoting environmental awareness and education among the members of a community, these trainings should be given to both students and educators (teachers).

The present study is an analytical documentary that seeks to answer the question "What is the impact of the zoo on the ecological identity of citizens?". In this regard, after providing a clear explanation of the basic theoretical foundations of research, it was tried to explain the impact of environmental education on the ecological identity of citizens, by clearifing the functions of zoos; as a piece of nature cake; in urban spaces. The purpose of this paper was to make a discourse on the functions of zoos, especially in offering environmental education, with an emphasis on the protection of biodiversity as a prerequisite for the development of citizens' ecological identity and motivate citizens to participate in environmental management and planning processes in cities. The results of the present study suggest that environmental education based on lived-experiences in the zoos can play a constructive role in the development of citizens' ecological identity by combining direct and indirect experience methods. In this regard, audience recognition is very important. Therefore, during the research, the audience was divided into four categories: "Children", "Youth", "Adults" and "Elderly, Disabled and Sick" and the requirements of each were discussed in detail. At the end, suggestions were made.

Environmental education is one of the important indicators for achieving sustainable development. The younger generation and students in the community are the basis for achieving sustainable development and protection of the environment. Therefore, environmental education in schools and especially in the primary period will lead to institutionalization of environmental protection culture. Revealing the necessities of this action are important to quickly and efficiently address this issue. In this connection, surveying the necessities of environmental education from the viewpoint of teachers is one of the most important pillars of environmental education in schools and can provide useful results for researchers. In this study, we focused on the prioritization of environmental education needs in schools, according to the viewpoint of elementary school teachers of the city of Ilam. The results of Friedman's test showed that the most important requirement of environmental education in schools is the future environmental problems of students that will be more than the current situation. In addition, the result of Mann-Whitney test showed that there were no significant differences between male and female teachers (P>0.05).

Increasing the number of tourists with the high ecological potential of a region can have devastating and irreversible effects on the host or destination community or lead to a decrease in the quality of the tourism experience. Ethical codes also have their own complexities and must be carefully considered. If this is not taken into the account, environmental and social problems will plague society and if the environment is destroyed, the greatest harm is to man himself, who is in fact in conflict with sustainable development. Conservation means both the care and rational use of natural resources; therefore, ecotourism is sustainable that responds to the needs of today's generation and also considers the needs of future generations. The present study is an applied research that, considering the cases mentioned, has investigated the environmental effects of ecotourism in South Khorasan province and the position of environmental education in reducing its destructive effects. This means that it covers all the needs of the host and host community and benefits both parties. The method of review is through observation, interview and review of available documents, which first refers to the tourism potentials of this province as well as the problems that have been encountered due to the development of ecotourism. Finally, environmental education has been discussed as the best and most effective way to inform and create a sense of responsibility among the community, especially those who enter it with the aim of protecting nature.

Environmental education on energy resources is one of the best methods to improve the quality of the urban environment. Present study carried out to investigate the effect of environmental awareness and education on optimization of energy consumption pattern on household sector and its relationship with age and gender of the citizens.

The present study was conducted in the fall of 2017. This study was the descriptive-survey method. The statistical population was the citizens of District 6 of Tehran Municipality. The sample size was calculated 390 people using Cochran's formula. The sampling method was randomized and data collection method was questionnaires. Research data processed using SPSS statistical software version 22, where analytical and descriptive statistics were analyzed.

The average score of environmental knowledge of the citizens of Tehran Municipality No. 6 was 4.21 (out of 5). So, the studied samples have a moderate to high environmental attitude and behavior. There was no significant difference between environmental knowledge, attitudes and behavior of men and women in this region while the age variable showed a significant effect on the level of environmental knowledge, attitudes and behavior of citizens of Region 6.

There is a significant relationship between environmental knowledge and behavior and environmental attitudes and behavior. It is recommended to perform effective regional education methods for improving the attitude and environmental behavior of the residents of this region.

Many environmental threats are the consequences of human behaviors and just the change in human behavior can reduce this environmental problem. The environmental education is one of the best ways to change these bad behaviors toward the environment. The aim of this study is to evaluate the effectiveness of environmental education on attitudes and increasing environmental awareness of preschool boys of Malayer city.

First 22 students were selected and assigned to experimental and control groups, respectively. After environmental education, the test of both groups and statistical analysis was performed both tests to evaluate the effectiveness of environmental education.

The results of t-test with 1% error showed significant difference between pre-test and post-test in both groups (control group and exam group) in awareness of the environment (t= -15/79   sig= 0/00) and environmental attitudes (t= -17/80   sig= 0/00).
Discussion and

Therefore final results are insisted that age-appropriate environmental education have vital role in improving the environmental attitude and knowledge. So this training can be considered as a preventive strategy of environmental degradation.

The protected areas management rules have been designated for conservation purposes, it has limited access to natural resources by villagers and tribes. conservational actions have increased the population of wild species, which will result in greater damage to gardens, agricultural land and domestic livestock. Rural and nomadic communities are in direct need of using these resources to provide their livelihoods. These laws, while ignoring the economy and livelihoods of local communities and focusing solely on protective laws, create a negative attitude towards the law and the tendency to escape the law of the local communities will increase. Consequently, the result will be a growing human conflict. After collecting and classifying data, descriptive and inferential statistical methods were used to analyze the data. Correlation analysis shows that there is a significant relationship between the local people's environmental awareness and reduce human-wildlife conflict. Correlation analysis shows that between independent variables: socio-economic factors of indigenous inhabitants, wildlife management, threats to ecosystem and wildlife, environmental behavior, awareness and knowledge of the protected area and sources of information in the area of conservation, there is a direct and meaningful relationship with the dependent variable of environmental education to reduce the challenge of humans and wildlife. Also, most studies only look at the technical aspects of reducing conflict between humans and wildlife, and environmental education is ignored. Therefore, to solve this problem, there is a need for a comprehensive long-term program that can cover social, cultural and protective aspects.

  The present practical research by surveying the evaluating factors of environmental education in NGOs is going to examine the present condition of NGOs according to statistics studies and distinguishing the backwardness reasons of these NGOs in environmental effective training for target societies and addresses. So in this case, the present gaps among the NGOs, government and public, unfortunate reasons to NGOs were recognized and removed.

Environmental education and NGOs are among the studied variables. In order to collect data, a researcher-made questionnaire was designed to receive information about the educational activities of the seminaries and another questionnaire was designed to receive the opinions of intellectuals on environmental education and environmental semantics.The sample of this study was 125 NGOs that were selected among 760NGOs by random sampling and 26 environmental education experts filled those questionnaires, after filling the questionnaires at first step descriptive statistics were reported, and then the analysis of data was done by statistical software.

The research shows that probably, the condition of environmental education of NGOs can't perform the necessary education of citizens for protection of environment. The present quality of environmental education produced by NGOs must be re-examined. The determination of evaluating factors causes the promotion of quality of environmental education of NGOs.

 According to the results of indicators investigated in this study, the quality and quantity of trainings provided by environmental NGOs were medium upward, but they aren’t suitable for the lack of citizens, environmental information and awareness. Furthermore the determination of evaluation indicators and the ranking of environmental NGOs cause increasing the quality of environmental education provided to citizens.

The aim of this study was to survey, identify training needs, Tehran Municipality staff about environmental issues and the educational model which is based on the DACUM model. For this purpose, the population of 1331 people formed the staff of Tehran Municipality 2. Studied a random sample of 310 participants were identified. Tools for data collection questionnaire which its validity confirmed and its reliability was confirmed by calculating Cronbach's alpha coefficient above 0.7 calculated. Data were analyzed using MATLAB software. Environment is one of the most vulnerable aspects that have always been threatened. Protection of the environment is a national duty. In a way that should be the responsibility of individual and society to preserve it, and the municipality as one of the custodians plays a vital role in this regard. The results showed there are significant differences between different levels of educated staff which means staffs with higher education diploma need higher level of training compare to the two other groups with underground and postgraduate degrees.