Volume 18, Issue 1 (3-2022)
HSR 2022, 18(1): 54-65 |
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Mokhtari H, Larijani M, Saeidipour B, Shobeiry S M. Design and Validation of a Training Model for Minimization and Segregation of Waste from the Source (Case of Study: Secondary School Students). HSR 2022; 18 (1) :54-65
URL: http://hsr.mui.ac.ir/article-1-1381-en.html
URL: http://hsr.mui.ac.ir/article-1-1381-en.html
1- PhD Student, Department of Environmental Education, Payame Noor University, South Tehran Branch, Tehran, Iran
2- Associate Professor, Department of Environmental Education, Payame Noor University, Tehran, Iran
3- Professor, Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran
4- Professor, Department of Environmental Education, Payame Noor University, Tehran, Iran
2- Associate Professor, Department of Environmental Education, Payame Noor University, Tehran, Iran
3- Professor, Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran
4- Professor, Department of Environmental Education, Payame Noor University, Tehran, Iran
Abstract: (1039 Views)
Background: Reduction and source separation of waste are two ultimate goals in waste management that achieving it requires a comprehensive and long-term educational model. The aim of this study was to design and validate a model for teaching minimization and segregation of waste from the source in 2020 and 2021 among secondary school students.
Methods: The present research was applied-developmental in terms of the purpose and data collection tool was questionnaire. The statistical population included managers in the field of waste management and students. Sampling of managers was done by purposeful method and sampling of students was done by random method. Interpretive Structural Modeling (ISM) method and MicMac software were used to design the pattern and partial least squares (PLS) method and SmartPLS software were used to validate the pattern.
Findings: The variables of “educational environment and teacher role, educational-behavioral goals, and educational needs assessment” were included in the independent area, variables of “respect and responsibility for the environment, analysis and determination of evaluation system, and principles of curriculum education” in the dependent area, and variables of “teaching-learning approaches and principles of selecting teaching-learning methods, principles of organizing educational content, and principles of selecting educational content” were included in the link area.
Conclusion: Based on the research results, educational needs assessment and educational-behavioral goals are at the first level of the model. These factors are in dynamic interaction with the principles of organizing educational content and the principles of selecting educational content. These components also affect the principles of selection of teaching-learning methods and teaching-learning approaches and lead to the creation of curriculum teaching principles. Ultimately, the analysis and determination of the evaluation system will lead to respect and responsibility towards the environment.
Methods: The present research was applied-developmental in terms of the purpose and data collection tool was questionnaire. The statistical population included managers in the field of waste management and students. Sampling of managers was done by purposeful method and sampling of students was done by random method. Interpretive Structural Modeling (ISM) method and MicMac software were used to design the pattern and partial least squares (PLS) method and SmartPLS software were used to validate the pattern.
Findings: The variables of “educational environment and teacher role, educational-behavioral goals, and educational needs assessment” were included in the independent area, variables of “respect and responsibility for the environment, analysis and determination of evaluation system, and principles of curriculum education” in the dependent area, and variables of “teaching-learning approaches and principles of selecting teaching-learning methods, principles of organizing educational content, and principles of selecting educational content” were included in the link area.
Conclusion: Based on the research results, educational needs assessment and educational-behavioral goals are at the first level of the model. These factors are in dynamic interaction with the principles of organizing educational content and the principles of selecting educational content. These components also affect the principles of selection of teaching-learning methods and teaching-learning approaches and lead to the creation of curriculum teaching principles. Ultimately, the analysis and determination of the evaluation system will lead to respect and responsibility towards the environment.
Type of Study: Research |
Subject:
Environmental Health Engineering
Received: 2021/04/4 | Accepted: 2022/08/10 | Published: 2022/04/4
Received: 2021/04/4 | Accepted: 2022/08/10 | Published: 2022/04/4
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