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Identifying Effective Indicators in Educating Citizens to Minimize and Separate the Waste at Source: (A Case of High School Students)
Dr Hadi Mokhtari, Dr Maryam Larijani, Dr Seyed Mohammad Shobeiry, Bahman Saeidipour,
Volume 17, Issue 3 (10-2021)
Abstract
Background: Waste is not only problematic in terms of health and environment, but also in terms of transportation, collection, and disposal. The aim of this study was to identify the effective indicators in citizenship education for minimization and sepration of waste at source in Khomein, Iran, in 2020.
Methods: This research was exploratory in terms of purpose, and was conducted with the mixed method based on deductive-inductive reasoning. The statistical population of this study consisted of experts including university professors and municipal managers. Non-probability and purposive sampling method was performed. Data collection tools were semi-structured interviews and Fuzzy Delphi questionnaire. For the analysis of specialized interviews, the qualitative thematic method was used. In addition, the identified indicators were validated by Fuzzy Delphi method.
Findings: The results of the interviews were analyzed by content analysis method. In the open coding stage, 517 codes were identified. Finally, 11 categories (main category) and 45 indicators (subcategory) were obtained through axial coding.
Conclusion: In order to educate citizens to minimize and separate the waste at source, it is needed to lay the groundwork that is appropriate to the educational goals. Meanwhile, the principles of curriculum education and the determination of educational behavioral goals are of great importance. Besides, appropriate educational needs assessment, the principles of selecting educational content, and organizing it in order to achieve the goals of citizenship education serve as a facilitating factor. In general, the principles of selecting teaching-learning methods and approaches based on it and considering the analysis and determination of the evaluation system as well as the role of the teacher in the appropriate educational environment will lead to respect and responsibility for the environment in high school students.
Design and Validation of a Training Model for Minimization and Segregation of Waste from the Source (Case of Study: Secondary School Students)
Hadi Mokhtari, Maryam Larijani, Bahman Saeidipour, Seyed Mohammad Shobeiry,
Volume 18, Issue 1 (3-2022)
Abstract
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.
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