جستجوی مقالات مرتبط با کلیدواژه « environmental literacy » در نشریات گروه « فناوری اطلاعات »

Environmental crises are threats to all creatures and the balance of nature, and their root is human activity. Therefore, the current change in human behavior will be able to solve environmental problems. The purpose of environmental education is increasing people's sensitivity to events and changes in the physical, biological, social, economic, social, and political environment and their effects on the environment so that the ability to recognize environmental issues can acquire the necessary skills in devising methods and tools to protect the environment and solve its problems. Currently, gamification is one of the techniques that can be used to increase students' environmental literacy. Gamification is a new method that has been translated into ‘playmaking’ in some sources and means the use of playful elements and thoughts in areas that are not the nature of the game. Gamification has been one of the topics discussed in recent years, which can be used to increase efficiency and user interaction. Properly applied gamification in educational environments will lead to better learning of students. This study investigated the impact of gamification on the promotion of environmental literacy of the first-year elementary school students in Tehran

The research was conducted as a quasi-experimental study with a pre-test and post-test design along with the experimental group. The statistical population included all male students whose age ranged between 6-7 years, who were studying in the district 15 of Tehran in the academic year of 2021-2022. With multi-stage cluster random sampling method, 60 participants were included in the sample and 30 people were randomly assigned to the experimental group; They have received part of the concepts of environmental literacy through gamification-based education for 12 sessions. The questionnaire was devised by the researcher and its formal and content validity was confirmed by the experts. Also, its reliability was reported using Cronbach's alpha coefficient of 0.86, indicating acceptable reliability. The collected data were analyzed using descriptive and inferential statistics via SPSS 24 software.

The results of the data showed that gamification had a significant and positive effect on promoting environmental literacy (F = 1.57, 70.6 and P = 0.001). Also, gamification made a significant impact in promoting environmental literacy (water consumption management (F = 1.57, P = 0.001), electricity consumption management (F = 1.57, P = 0.001), gas consumption management (F = 0.001, 04 F1.57/58 and P=0.001), waste management (F1.57, 40.8 and P=0.001), forest preservation (F1.57, 337.63 and P=0.001), animal protection (F1.51.06) ,57 and P=0.001) among the students of the first year of elementary school.

Taking into account the effective role of gamification in improving environmental literacy (water consumption management, electricity consumption management, gas consumption management, waste management, forest conservation and animal conservation), it can be concluded that the use of gamification in education is a new approach that has caused a wide transformation in the education system and increased the hope of the effectiveness of learning environmental concepts and related literacy among the students.

: The aim of the present research is to become familiar with the awareness, type of attitude, and the environmental behaviors of the students of Markazi Province’s Payame Noor University and  examine the degree of the effect of Viber, Line and Instagram application on these variables. This research is an applied research regarding to its objective and the survey method among the descriptive data collection methods was used for the purposes of collecting the data. The population of the present study included 26701 students of Markazi Province’s PayameNoor University and 377 samples were selected randomly through the Cochran sample size formula and were examined. The instrument used in this research is a questionnaire made up of five sections which was piloted prior to the study in order to increase its reliability and validity. The data were analyzed through using the independent samples T test in order to examine the effects of using Viber, Line and Instagram on the dependent variables of the study (awareness, attitude, and environmental behavior) and the Pearson test was used to examine the effect of the resultant of using the three under- study software on the dependent variables by using the SPSS  software. Based on the findings of the study the attitude and behavior of the students were higher comparing to their awareness and there was no significant relationship between using Viber, Line and Instagram software and the students’ environmental behavior, attitude, and awareness.

The present study aimed to examine the role of mass media (with emphasis on TV) in promoting environmental literacy in secondary school teachers in Tehran. The nature and purpose of this study was applied، and in terms of research method it was descriptive and correlational. The statistical society included a total of 9899 secondary school teachers in Tehran among which 370 were selected as a sample from 19 districts of Tehran using cluster sampling and Cochran formula. The tool for collecting data was researcher-made questionnaire whose content and face validity were approved by environment and education experts. The reliability of the questionnaire based on Chronbach''s alpha coefficient was 0. 79. The data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics (Pearson''s correlation and multiple Regression) as well as SPSS software. The results indicated that there was a relationship between the amount of watching media (with emphasis on TV) and the level of knowledge، attitude، behavior and the overall environmental literacy of teachers. Further، multiple logistic regression analysis showed that، according to multiple correlation coefficient (R=0. 809)، the intensity of the relationship between the criterion and predictor variables was very strong and effective.

Environmental literacy is the main field of activities which its knowledge is necessary for consumers, producers as well as observers. The objective of environmental education is improving applied literacy of stakeholders. The concept of environmental literacy consists of science (facts, concepts and skill) and practice (vision and awareness) which makes personal behavior. In this framework, awareness has two sciencebased (knowing) and emotional-based understanding. In general, scientific education and environmental science have two-way relationship in which scientific education is a prerequisite of environmental literacy and environmental literacy functions as a base for scientific education. Furthermore, scientific literacy and environmental literacy are overlapping in many cases and it is difficult to differentiate them because of their internal linkages. Studies have shown that environmental education can improve environmental literacy as high as three folds which will be ended in responsible action with the environment. Academic education of architecture in Iran exceeds six decades; however, there is no any satisfactory paradigm for environmental literacy and education in this discipline. In the present essay, we evaluated the relationship between architecture education and environmental literacy and the necessity of environmental literacy as a neglected element in architecture faculties.