آسیب‌شناسی آموزش آب در درس «انسان و محیط‌زیست» (پایه یازدهم، متوسطه دوم)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد آموزش محیط‌زیست، گروه برنامه‌ریزی، مدیریت و آموزش محیط‌زیست، دانشکده محیط‌زیست، دانشگاه تهران، ایران

2 عضو هیئت علمی دانشکده منابع طبیعی و محیط‌زیست، پژوهشکده آب و محیط زیست، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

با توجه به بحران آب در ایران، آموزش الگوی مصرف مسؤولانه آب به دانش‌آموزان ضروری است. هدف پژوهش حاضر، سنجش محتوای آموزش آب در درس «انسان و محیط‌زیست» پایه یازدهم، دوره دوم متوسطه و بهبود کیفیت ارائه آن است. این مطالعه براساس نوع داده‏‌ها، کمی و از لحاظ نوع برخورد با مسئله، کیفی است. طرح کلی پژوهش آمیخته حاضر تبیینی یا اصطلاحاً تشریحی بود. در فاز اول با رویکرد توصیفی-پیمایشی داده‌های کمی استخرج و در فاز دوم برای توضیح بیشتر و آشکار کردن برخی جنبه‌های ابهام‌انگیز موضوع از رویکرد کیفی بهره گرفته شد. در بخش کمی برای جمع‌آوردی داده‌ها، از پرسشنامه محقق‌ساخته استفاده شد. مفاهیم پرسشنامه با تاکید بر طبقه‌بندی بلوم، اهداف کلی تعریف شده برای آموزش آب در کتاب راهنمای معلم درس «انسان و محیط‌زیست» و مصاحبه نیمه ساختاریافته تنظیم و پاسخ‌دهی به گویه‌های آن در طیف پنج گزینه‏‌ای لیکرت سامان داده شد. روایی صوری و محتوایی به تایید هشت خبره ذی‌صلاح رسید و پایایی آن با ضریب آلفای کرانباخ (75/0) تصدیق شد. براساس فرمول کوکران 384 دانش‌آموزان مورد پرسشگری قرار گرفتند. در بخش کیفی پژوهش پنل تخصصی باحضور کارگزاران اصلی نظام آموزشی (5 معلم و 20 دانش‌آموز) تشکیل و راهکارهایی پیشنهاد شد. جهت اعتباریابی، برونداد نظرات پانل دلفی، به 3 خبره‌ی دارای صلاحیت ارائه و پس از جرح و تعدیل، تایید نهایی شد. نتایج نشان داد آموزش آب در این کتاب، در سطوح پایین یادگیری هر دو حیطه «شناختی» و «عاطفی» به طور نسبی اتفاق افتاده، اما در سطوح میانی و غایی هر دو حیطه، ناکام است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Criticism Study on Water Education in “Man and the Environment” Course Curriculums (11th grade, 2nd highschool)

نویسندگان [English]

  • Amirali Boroumand 1
  • Mahdi Kolahi 2
1 Master Student of Environmental Education, Department of Planning, Management and Environmental Education, Faculty of Environment, University of Tehran, Iran
2 Faculty member of Faculty of Natural Resources and Environment, Water and Environment Research Institute, Ferdowsi University of Mashhad, Mashhad, Iran
چکیده [English]

It is necessary to teach students water consumption responsibility because of the water crisis in Iran. This paper aims to evaluate the content of water education in the course of “Man and the Environment” in the eleventh grade, second year of highschool, and to improve the quality of its concepts, by mixed quantitative and qualitative approaches. This study is quantitative based on the type of data and qualitative in terms of the type of approach to the problem. The quantitative part is surveyed with the descriptive-survey approach and the qualitative part with the analytical approach. In the quantitative part, a researcher-made questionnaire was conducted to collect data. The concepts of the questionnaire were organized with an emphasis on Bloom's classification, general objectives defined for water education in the book of the “Man and the Environment”, and semi-structured interviews with experts in the two sections of cognitive and emotional in the format of a five-point Likert scale. The validity of the questionnaire was confirmed by face and content-related validities, and its reliability with Cronbach's Alpha coefficient (0.75). A sample of 384 out of 429,175 students of the 11th grade was surveyed according to the Cochran's formula. In the qualitative part of the research, a Delphi specialized panel was also formed to find the root of the problem, and finally, the solutions were suggested and explained in the six topics by the experts. However, the results showed that although water education of the book has occurred at low levels of learning in both cognitive and emotional domains, it has failed at the intermediate and final levels of both domains.
Afkhami, H. (2008). Images of Water in School Textbooks: A Content Analysis. Global Media Journal-Persian Edition, 2 (3): 1-30. [In persian].
Akerblom, A.; Souckova, D.; Pramling, N. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cult. Stud. Sci. Educ. 14: 1–17.
Alawi, M. (1392). Content Analysis of Fourth and Fifth Grade Science Textbooks in the Academic Year 90-91 in Relation to Environmental Education and its Protection and Appropriate Strategies for Planners in this Field. The first national conference on environment, energy and bio-defense in Tehran. [In persian].
Amahmid, O.; El Guamri, Y.; Yazidi, M.; Razoki, B.; Kaid Rassou, K.; Rakibi, Y.; Knini, G. & El Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes and behaviours towards water use. Int. Res. Geogr. Environ. Educ. 2019, 28: 178–193.
Amiri Esfahdah, H. (2011). Analysis and study of educational needs of environmental issues of high school teachers in Mashhad, educational year 89-90. Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].
Angulo, F.; Zapata, L.; Soto, C.A. & Quintero, S. (2012). Contribuyen los talleres en el museo de ciencias a fomentar actitudes hacia la conservación del ambiente? Enseñanza Las Ciencias Revista Investigación Experiencias Didácticas 2012, 30: 53–70.
Assadollahzadeh Mousavi, M. (2011). Study of social factors affecting water consumption pattern in Babol. Mazandaran University. [In persian].
Badrian, A. (2016). Investigating the perceptions and misconceptions of third grade elementary students about the phenomena of evaporation and condensation. Journal of Education. 32 (2): 87-112. [In persian].
Bagoly-Simó, P. (2013). Tracing sustainability: An international comparison of ESD implementation into lower secondary education. J. Educ. Sustain. Dev. 7: 95–112.
Bagoly-Simó, P. (2014). Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico. Int. Res. Geog. Environ. Educ. 23: 126–141.
Bagoly-Simó, P.; Hemmer, I.. & Reinke, V. (2018). Training ESD change agents through geography: Designing the curriculum of a master’s program with emphasis on Education for Sustainable Development (ESD). J. Geog. Higher Educ. 42: 174–191.
Ballew, M.T.; Omoto, A.M. & Winter, P.L. (2015). Using Web 2.0 and social media technologies to foster proenvironmental action. Sustainability. 7: 10620–10648.
Beiswenger, R.; Sturges, E.L.; Jones, R. (1991). Water education in Wyoming: Assessing educator’s knowledge of water topics and their use in the elementary curriculum. J. Environ. Educ. 23: 24–30.
Benedict, F. (1999). A systemic approach to sustainable environmental education. Cambridge Journal of Education, 29(3), 433-446.‏
Bjørndal, B., & Lieberg, S. (1975). Environmental education in primary school. A presentation of a Norwegian curriculum development project. Scandinavian Journal of Educational Research, 19(1), 131-151.‏
Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals; David McKay Company: New York, NY, USA.
Boroumand, A. A. & Tabatabai Yazdi, F. (2019). The placment of environmental education in academic culture. The Second National Conference on academic Culture. Publications of the Research Institute for Cultural and Social Studies. (2): 1031-1040.
Brody, M. (1995). Development of a curriculum framework for water education for educators, scientists and resource managers. J. Environ. Educ. 26, 18–29.
Brundtland, G.H.; Khalid, M.; Agnelli, S.; Al-Athel, S.; Chidzero, B. (1987). Our Common Future; Brundtland Comission: Nueva York, NY, USA.
Chatzifotiou, A. (2006). Environmental education, national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development. Curric. J. 17, 367–381.
Chrobak, R.; Prieto, R.M.; Prieto, A.B.; Gaido, L. & Rotella, A. (2006). Una aproximación a las motivaciones y actitudes del profesorado de enseñanza media de la provin cia de Neuquén sobre temas de Educación Ambiental. Revista Electrónica Enseñanza Las Ciencias. 5: 31–50.
Dadfer, m. (2012). Investigating the role and impact of environmental education in the formal education of Hediyehayeasemani and Olom-e-tajrobi in elementary school (from the perspective of Damavand teachers). Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].
Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literatura. Environmental Education Research. 15: 227–241.
Dehghan, H., Pourreza Karinsara, N. (2017). Socialization of Water Consumption Reflected in Social Sciences Textbooks. Social Sciences, 24(77), 285-312. [In persian].
Dibai, Sh., & Lahijanian, A. (2009). Review of middle school curricula with emphasis on environmental education. Environmental Sciences. 6 (3): 177-184. [In persian].
Dieser, O. & Bogner, F.X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research. 22: 943–957.
Ebrahimzadeh Shiraz, Z. & Maleki, H. (2010). Evaluating the content of textbooks in the first year of high school based on environmental education criteria from the perspective of teachers and students in Sabzevar in the academic year 89-90. Master Thesis. Allameh Tabatabaei University. [In persian].
Educational Research and Planning Organization of Iran. (2017). Human and the environment, 11th grade of the second year of high school, 111268. Iran Textbook Publishing Company. First Edition. 122. [In persian].
Educational Research and Planning Organization of Iran. (2017). Human and Environmental Teacher's Guide, 11th grade of the second year of high school, 111268. Iran Textbook Publishing

کلیدواژه‌ها [English]

  • Environmental Education
  • Curriculum
  • Sustainable Development
  • Water Resources Management
Afkhami, H. (2008). Images of Water in School Textbooks: A Content Analysis. Global Media Journal-Persian Edition, 2 (3): 1-30. [In persian].
Akerblom, A., Souckova, D., & Pramling, N. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cult. Stud. Sci. Educ. 14: 1–17.
Alawi, M. (2013). Content Analysis of Fourth and Fifth Grade Science Textbooks in the Academic Year 90-91 in Relation to Environmental Education and its Protection and Appropriate Strategies for Planners in this Field. The first national conference on environment, energy and bio-defense in Tehran. [In persian].
Amahmid, O., El Guamri, Y., Yazidi, M., Razoki, B., Kaid Rassou, K., Rakibi, Y., Knini, G., & El Ouardi, T. (2019). Water education in school curricula: Impact on children knowledge, attitudes and behaviours towards water use. Int. Res. Geogr. Environ. Educ. 2019, 28: 178–193.
Amiri Esfahdah, H. (2011). Analysis and study of educational needs of environmental issues of high school teachers in Mashhad, educational year 89-90. Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].
Angulo, F. Zapata, L. Soto, C.A., and Quintero, S. (2012). Contribuyen los talleres en el museo de ciencias a fomentar actitudes hacia la conservación del ambiente? Enseñanza Las Ciencias Revista Investigación Experiencias Didácticas 2012, 30: 53– 70.
Assadollahzadeh Mousavi, M. (2011). Study of social factors affecting water consumption pattern in Babol. Mazandaran University. [In persian].
Badrian, A. (2016). Investigating the perceptions and misconceptions of third grade elementary students about the phenomena of evaporation and condensation. Journal of Education. 32 (2): 87-112. [In persian].
Bagoly-Simó, P. (2013). Tracing sustainability: An international comparison of ESD implementation into lower secondary education. J. Educ. Sustain. Dev. 7: 95–112.
Bagoly-Simó, P. (2014). Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico. Int. Res. Geog. Environ. Educ. 23: 126–141.
Bagoly-Simó, P. Hemmer, I., and Reinke, V. (2018). Training ESD change agents through geography: Designing the curriculum of a master’s program with emphasis on Education for Sustainable Development (ESD). J. Geog. Higher Educ. 42: 174–191.
Ballew, M.T. Omoto, A.M., and Winter, P.L. (2015). Using Web 2.0 and social media technologies to foster proenvironmental action. Sustainability. 7: 10620–10648.
Beiswenger, R. Sturges, E.L., and Jones, R. (1991). Water education in Wyoming: Assessing educator’s knowledge of water topics and their use in the elementary curriculum. J. Environ. Educ. 23: 24–30.
Benedict, F. (1999). A systemic approach to sustainable environmental education. Cambridge Journal of Education, 29(3), 433-446.
Bjørndal, B., and Lieberg, S. (1975). Environmental education in primary school. A presentation of a Norwegian curriculum development project. Scandinavian Journal of Educational Research, 19(1), 131-151. Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals; David McKay Company: New York, NY, USA. 222 ?
 Boroumand, A. A., and Tabatabai Yazdi, F. (2019). The placment of environmental education in academic culture. The Second National Conference on academic Culture. Publications of the Research Institute for Cultural and Social Studies. (2): 1031-1040.
Brody, M. (1995). Development of a curriculum framework for water education for educators, scientists and resource managers. J. Environ. Educ. 26, 18–29.
Brundtland, G.H. Khalid, M. Agnelli, S. Al-Athel, S., & Chidzero, B. (1987). Our Common Future; Brundtland Comission: Nueva York, NY, USA.
Borreguero, G. M., Jiménez, J. M., and Naranjo Correa, F. L. (2018). The Concept of Waste within the Framework of Sustainable Development through the Analysis of the Secondary Education Curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 255-264.
Chatzifotiou, A. (2006). Environmental education, national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development. Curric. J. 17, 367–381.
Chrobak, R. Prieto, R.M. Prieto, A.B. Gaido, L., & Rotella, A. (2006). Una aproximación a las motivaciones y actitudes del profesorado de enseñanza media de la provin cia de Neuquén sobre temas de Educación Ambiental. Revista Electrónica Enseñanza Las Ciencias. 5: 31–50.
Dadfer, m. (2012). Investigating the role and impact of environmental education in the formal education of Hediyehayeasemani and Olom-e-tajrobi in elementary school (from the perspective of Damavand teachers). Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].
Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literatura. Environmental Education Research. 15: 227–241.
Dehghan, H., Pourreza Karinsara, N. (2017). Socialization of Water Consumption Reflected in Social Sciences Textbooks. Social Sciences, 24(77), 285-312. [In persian].
Dibai, Sh., & Lahijanian, A. (2009). Review of middle school curricula with emphasis on environmental education. Environmental Sciences. 6 (3): 177-184. [In persian].
Dieser, O. and Bogner, F.X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research. 22: 943–957.
Ebrahimzadeh Shiraz, Z., & Maleki, H. (2010). Evaluating the content of textbooks in the first year of high school based on environmental education criteria from the perspective of teachers and students in Sabzevar in the academic year 89-90. Master Thesis. Allameh Tabatabaei University. [In persian].
Educational Research and Planning Organization of Iran. (2017). Human and the environment, 11th grade of the second year of high school, 111268. Iran Textbook Publishing Company. First Edition. 122. [In persian].
Educational Research and Planning Organization of Iran. (2017). Human and Environmental Teacher's Guide, 11th grade of the second year of high school, 111268. Iran Textbook Publishing Company. First Edition. 175. [In persian].
Educational Research and Planning Organization of Iran. (2018). Distinctive statistics of students in the country according to the infographic. Date of submission of statistics: 12/6/1397. Last accessed: 3 August 2016. Available at: http://oerp.ir. [In persian].
Elahi, R. (2014). The Impact of Environmental Education on Critical Thinking and Environmental Attitudes of Students in Teacher Training Centers, Case Study (Yasuj City). Master Thesis. Payam Noor University. Tehran Payame Noor Center. [In persian].
Eli, Munkebye, Scheie, E., Gabrielsen, A., Jordet, A., Misund, S., & oyehaug, A. B. (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research, 26(6), 795-811.
Environmental Protection Agency. (2016). Nonpoint source: Agriculture. Retrieved from https://www.epa.gov/polluted-runoff-nonpoint-source-pollution/nonpoint-source[1]agriculture. Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. Int. Res. Geogr. Environ. Educ. 19: 39–50.
Escoz-Roldán, A. Gutiérrez-Pérez, J., & Meira-Cartea, P.Á. (2020). Water and climate change, two key objectives in the agenda 2030: Assessment of climate literacy levels and social representations in academics from three climate contexts. Water 2020, 12: 92.
Esmaili Alavijeh, A., Zebardast, L., Amiri, M.J., & Salehi, I. (2017). Comparison of the effectiveness of environmental education using formal and informal education in sixth grade elementary students. Journal of Environmental Education and Sustainable Development. 5 (2): 49-58. [In persian].
Fallahi, C.R., & LaMonaca, F.H., Jr. (2009). The Evolution of Educational Objectives: Bloom’s Taxonomy and beyond. J. Excell. Coll. Teach. 20: 71–86.
Fernández, C.L. Correia, I., & Assunçao, O.M. (2019). Water footprint water -A finite resource to preserve: Case Study in two class of elementary school. REMEA Rev. Electrónica Mestr. Educ. Ambient. 36: 276–291.
Forbes, C.T. (2011). Preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based elementary science. Sci. Educ. 95, 927–955.
Forbes, C.T., & Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. J. Environ. Educ. 42: 30–42.
Fortner, R.W., & Meyer, R.L. (2000). Discrepancies among teachers’ priorities for and knowledge of freshwater topics. J. Environ. Educ., 31: 51–53. GEO 5. (2012). Global Environment Outlook: Environment for the Future We Want; United Nations Environment Programme: Nairobi, Kenya.
Ghaemi, A., Larijani, M., Shobeiri, S., & Sarmadi, M. (2017). A Conceptual Model for the Sustainable Governance of Integrated Management of National Water Resources with a Focus on Training and Capacity Building. Journal of Water and Wastewater; Ab va Fazilab (in persian), 28(4), 112-117. [In persian].
Ghazavi, M., Liaqtaddar, M.J., & Abedi, A. (2009). Analysis of the content of elementary school textbooks in terms of attention to environmental problems. Education and training. 98: 127-152. [In persian].
Gilmore, T. E., Korus, J., Pennisi, L., Martin, D., and Pekarek, K. (2019). Needs Assessment: Watershed Science for Water Resources Directors. Journal of Extension, 57(4), n4.
Gleick, P.H. (2000). The changing water paradigm: A look at twenty-first century water resources development. Water Int. 25, 127–138.
Green, P. A., Vörösmarty, C. J., Harrison, I., Farrell, T., Sáenz, L., and Fekete, B. M. (2015). Freshwater ecosystem services supporting humans: Pivoting from water crisis to water solutions. Global Environmental Change, 34, 108-118. 228 ?
Gutiérrez, J. Benayas, J., & Calvo, S. (2006). Educación para el desarrollo sostenible: Evaluación de retos y oportunidades del decenio 2005–2014. Revista Iberoamericana Educación 2006, 40, 25–69.
Holdsworth, S., & Thomas, I. A. (2016). Sustainability education academic development framework (SEAD). Environmental Education Research. 22: 1073–1097. Huang, S.K., & Wang, Y.L. (2013). A comparative study of sustainability management education in China and the USA. Environmental Education Research. 2013, 19, 64– 80.
Jackson, L., Pang, M. F., Brown, E., Cain, S., Dingle, C., and Bonebrake, T. (2016). Environmental attitudes and behaviors among secondary students in Hong Kong. International Journal of Comparative Education and Development. 18(2): 70- 80.
Jaén, M., & Palop, E. (2011). Qué piensan y cómo dicen que actúan los alumnos y profesores de un Centro de Educación Secundaria sobre la gestión del agua, la energía y los residuos? Enseñanza Las Ciencias: Revista Investigación Experiencias Didácticas, 29: 61–74.
Jafariharandi, R. (2018). Content analysis of Elementary science textbooks in Iran based on the components of Edward Dubno's thinking. The Journal of New Thoughts on Education, 14(3), 137-162. [In persian].
Jóhannesson, I.Á. Norðdahl, K. Óskarsdóttir, G. Pálsdóttir, A., & Pétursdóttir, B. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research. 17, 375–391.
Kagawa, F. (2007). Dissonance in students’ perceptions of sustainable development and sustainability: Implications for curriculum change. International journal of sustainability in higher education. 8: 317–338.
Karim, B., Kian, M., & Aliasgari, M. (2017). Designing the Environmental Education Curriculum for Elementary Schools in Iran. Environmental Education and Sustainable Development, 5(4), 9-23. [In persian].
Kaviani, H., & Nasr, N. (2018). Factors affecting the effectiveness of environmental education in Iran; Synthesis of findings. Quarterly Journal of Interdisciplinary Studies in the Humanities. 10 (4): 109-141. [In persian].
Khamoshi Bidgoli, P., & Mazaheri, H. (2019). A study of the amount and type of attention to environmental components in elementary school textbooks. Curriculum studies. 14 (55): 177-200. [In persian].
Khanifar, H., & Moslemi, N. (2018). Fundamentals qualitative research methods, new and practical approach. Negahedanesh Press, Tehran, Vol 1. 560 pp. [In persian].
Khazraee Shawalifar, L. (2016). Analyzing the position of environmental education in high school chemistry curriculum and providing solutions to promote environmental literacy. Master Thesis. Payame Noor University: Tehran. [In persian].
Khodadad, M., & Nakhaei, M. (2015). A study on the factors affecting the pattern of water consumption by the citizens of Gonbad Kavous. The first national conference on modern geography and planning, architecture and urban planning. 1-14. [In persian].
Kolahi, M. (2020). Administrative Organizational Structures towards General Environmental Policies. Quarterly Journal of The Macro and Strategic Policies, 8(31), 510-534. [In persian].
Kvamme, O. A. (2018). Blurring the image of the other? The recontextualization of environmental ethical values in Norwegian education policy documents. Religious Diversity and Education in Europe, 359-381.
Lahijanian, A. (2019). Education and public participation in environmental management. Islamic Azad University Science and Research Branch Publications. first volume. 324 pp.
Lee, Y. Jo, H., & Park, S. (2007). Exploring the contemporary position and outlook for eco-early childhood education through kindergarten teachers’ awareness investigation of eco-early childhood education in South Korea. 10th UNESCOAPEID International Conference, Bangkok, Thailand, 6–8.
Lidgren, A. Rodhe, H., & Huisingh, D. A. (2006). systemic approach to incorporate sustainability into university courses and curricula. Journal of cleaner production. 14, 797–809.
Lobato, V.S., & Ferreira, C.L. (2019). Knowledges and professionality of the Water Pedagogy course graduates: A focus on the early training. Education Reviewes. 35: 167–185.
López-Rodríguez, R., & Jiménez-Aleixandre, M.P. (2004). Hace el profesorado verdaderamente educación ambiental cuando cree que la hace? Análisis de algunas cla ves para responder esta cuestión. Innov. Education. 14: 149–170.
Malandrakis, G. (2018). Influencing Greek pre-service teachers’ efficacy beliefs and self[1]confidence to implement the new ‘Studies for the Environment’curricula. Environmental Education Research, 24(4), 537-563.
Maleki Nasab, A., Abrishamchi, A., & Tajrishi, M. (2010). Evaluation of household water consumption savings through the use of reducing components. Journal of Water and Wastewater, 18 (2): 2-11. [In persian].
Maleki, A., Salehi, S., & Karimi, L. (2014). A Survey on Relationship between New Ecological Paradigm and Water Consumption Behavior. Journal of Water and Wastewater; Ab va Fazilab (in persian), 25(1), 122-129. [In persian].
Manouchehrizadeh, E. (2019). Investigating and Comparing the Main Components of Environmental Education in Elementary School textbooks of sciences. Journal of Pouyesh in Education and Consultation (JPEC), 1398(10), 129-147.
Marcén, C. Romano, D. Lapeña, A. Mastral, A. Fernández, M., & Viñuales, V. (2003). El Agua, Recurso Limitado. In Sequía, Desertificación y Otros Problemas; Fundación Ecología y Desarrollo, Biblioteca Nueva:
Madrid, Spain. Márquez, D. (2003). De la teoría a la práctica en educación ambiental: El caso del agua. In Proceedings of the Congreso Agua y Educación Ambiental: Nuevas Propuestas Para la Acción, Alicante, Spain, 26–29 November 2003. Caja de Ahorros del Mediterráneo: Alicante, Spain. 13–21.
Martínez-Borreguero, G. Maestre-Jiménez, J. Mateos-Núñez, M., & Naranjo-Correa, F.L. (2020). Analysis of environmental awareness, emotions and level of self-efficacy of teachers in training within the framework of waste for the achievement of sustainable development. Sustainability, 12, 2563.
Martínez-Borreguero, G. Maestre-Jiménez, J. Mateos-Núñez, M., & Naranjo-Correa, F.L. (2019). Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste. Sustainability, 11, 1173.
Martínez-Borreguero, G. Maestre-Jiménez, J. Mateos-Núñez, M., & Naranjo-Correa, F.L. (2020). An integrated model approach of education for sustainable development: 235 ? Exploring the concepts of water, energy and waste in primary education. Sustainability. 12: 2947.
Martínez-Borreguero, G. Maestre-Jiménez, J. Naranjo-Correa, F.L., & Mateos-Núñez, M. (2019). Analysis of the concept of energy in the spanish curriculum of secondary education and baccalaureate: A sustainable perspective. Sustainability, 11, 2528.
Mayor-Zaragoza, F. (2009). La problemática de la sostenibilidad en un mundo globalizado. Revista de educación. 25–52.
Meehan, P. (2019). Water into Wine: Using social policy courses to make MSW students interested in politics. Journal of Social Work Education. 1–15.
Mianabadi, A., Jarkeh, M., Mianabadi, H., & Kolahi, M. (2018). Socio-hydrology. Socio[1]Cultural Strategy, 7(2), 47-78. [In persian].
Middlestadt, S. Grieser, M. Hernández, O. Tubaishat, K. Sanchack, J. Southwell, B., & Schwartz, R. (2001). Turning minds on and faucets off: Water conservation Education in Jordanian schools. Journal of Environal Education. 32: 37–45.
Minguet, P.A. Piñero, A., & Martínez-Agut, M.P. (2014). La sostenibilidad en la formación universitaria: Desafíos y oportunidades. Educación XX1, 17: 133–158.
Mochizuki, Y. and Fadeeva, Z. (2010). Competences for sustainable development and sustainability. Int. J. Sustain. Higher Education., 11: 391–403.
Moreno-Guerrero, A.J. Romero-Rodríguez, J.M. López-Belmonte, J. and Alonso-García, S. F. (2020). Learning Approach as Educational Innovation in Water Literacy. Water 2020, 12, 574.
Mosaedi, A., Hassan Alizadeh, N., & Qabaei Souq, M. (2015). Evaluating the effectiveness of education and information in order to save water consumption in schools of Khorasan Razavi province. The first national congress of irrigation and drainage in Iran. 183-196. [In persian].
Mosavi, F., & yosafvand, E. (2019). The Effect of the Human and Environment Book of 11th on the Change in Individual Views of Secretaries in Kermanshah's Boys' High Schools. Research in Biology Education, 1(2), 1-14. [In persian].
Movik, S. (2012). Needs, rights and responsibilities in water governance: Some reflections. IDS Bull. 43: 112–118. Muntz, H., & Koop, K. (2019). InfluencingWater Consumption through theWater Check Program. Journal of Extension. 57: 1–6.
Murga-Menoyo, M.Á. (2015). Competencias para el desarrollo sostenible: Las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post-2015. Foro Educ. 13: 55–83. Novo, M. (2003). La Educación Ambiental. Bases Éticas, Conceptuales y Metodológicas; Editorial Universitas, S.A.:
Madrid, Spain. OECD. (2008). Summary Report on the OECD Workshop on Education for Sustainable Development; Organisation for Economic Co-operation and Development: Paris, France. Available online: www.oecd.org/dataoecd/52/1/41372200. (accessed on 15 January 2020). 0011 231
Pahl-Wostl, C. (2007). Transition towards adaptive management of water facing climate and global change. Water Resources Management. 21: 49–62.
Palmer, J. E. (2017). Environmental education in the 21st century. Khorshiddoost, A. M. Organization for the Study and Compilation of University Humanities Books (SAMT), Research Institute for Humanities Research and Development. 399 pp. [In persian].
Parasteh Ghambovani, F., Haghighi, F. A., & Ramin Azad, M. (2019). Descriptive[1]inferential analysis of the content of the textbook "human and the environment" from an internal perspective. Journal of Environmental Education and Sustainable Development. 8 (2): 25-44. [In persian].
Parhizkar, L., Shobairi, M., & Sarmadi, M., (2012). A Survey of Teachers' Perspectives on the Content of Primary School Environmental Education. Journal of Environmental Education and Sustainable Development, 1 (2): 35-43. [In persian].
Parishani, N., Mirshah Jafari, A., Sharifian, F., & Farhadian, M. (2017). A comparative study of environmental education objectives and related activities in selected countries and Iran in order to propose activities for Iran. New educational approaches, 12 (1): 1-24. [In persian].
Payste, M., Kolahi, M., & Omranian khorasani, H. (2020). Criteria and Indicators; Requirement for Cognition, Applying and Evaluating Good Governance in Natural Resources. Journal of Water and Sustainable Development, 7(1), 13-22. [In persian].
Plaka, V., and Skanavis, C. (2016). The feasibility of school gardens as an educational approach in Greece: a survey of Greek schools. International Journal of Innovation and Sustainable Development, 10(2), 141-159.
Pourali, A., Falahi, M., & Naji Meydani, A. (2019). The Study of Human Development Dimensions (Education, Health, and Welfare) Effects on Environmental Performance Index. Environmental Education and Sustainable Development, 8(1), 9-22. [In persian].
Pudineh, M., Hosseingholizadeh, R., & Mehram, b. (2018). School social responsibility; Case study: Two girls' secondary schools in Mashhad. New educational approaches. 13 (2): 95-102.
Qaemiyeh, A.., Larijani, M., Shubiri, M., & Sarmadi, M.R. (2016). Develop a model of environmental education to strengthen the sustainable governance of the country's water resources with emphasis on public participation. Socio-cultural development studies. 5 (2): 133-157. [In persian].
Rajaeian, N., Keshtiaray, N., & Nadi, M. (2018). Lived Experiences of Primary School Students of Water Consumption Phenomenon. Environmental Education and Sustainable Development, 6(3), 47-60. [In persian].
Poursalim, A., Arefi, M., & Fathi Vajargah, K. (2019). Model of perception and attitude of teachers, specialists and university professors towards the global citizen education curriculum in the elementary course of the Iranian educational system. Journal of Teaching Research, 7 (1), 21-43. [In persian].
Gholami, K., Nuzati, M. S., & Asadi, M. (2018). Developing a Conceptual Framework for Assessing the Needs of High School Students: An Approach to Practical Teaching Theory. Journal of Teaching Research, 6 (2), 69-94. [In persian].
Keramati, E., & Ahmadabadi, Z. (2018). Content Analysis of the Science Textbooks in first stage of high school from the Perspective of Environmental Education. Journal of Curriculum Research, 8(1), 200-226. [In persian]. 232 ?
Piri, M., Babaei, S. and Mehdipour, M. (2019). The role of knowledge, attitude and skills of high school teachers in the application of information technology in the teaching[1]learning process. Journal of Teaching Research, 7 (2), 1-20. [In persian].
Rajaeian, N., Keshti Arai, N. and Nadi, M.A. (2018b). Experiences of primary school students on the phenomenon of water consumption. Journal of Environmental Education and Sustainable Development, 6 (3): 47-60. [In persian].
Real Decreto. (2014). de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Available online: https://www.boe.es/buscar/pdf/2015/BOE-A-2015-37-consolidado.pdf (accessed on 15 January 2020).
Salaran, A. (2014). Designing an environmentally friendly educational complex with the aim of teaching environmental programs to children (preschool and elementary school) in Mashhad. Master Thesis. Islamic Azad University. Shahrood barnch. [In persian].
Saleh Omran, A., Parhizkar, L. and Hatamifar, Kh. (2016). A study of the position of the main components of environmental education in the textbooks of the sixth grade. Environmental Education and Sustainable Development Quarterly. 2 (5): 89-99.
Shabani, H. (2012). Educational skills (Methods and techniques of teaching). Vol 1. 3rd edition. SAMT publication center. 476 pp. [In persian].
Shobbiri, M., Sarmadi M.R. and Pious, L. (2012). Study of the principles of content organization (sequence, unity and continuity) in developing the concepts and components of environmental education in the content of primary school from the perspective of teachers in Tehran and provide appropriate solutions for it. Management and planning in educational systems. 5 (9): 67-81. [In persian].
Shamsi Papkiadeh, Z. and Shobiri, M. (2013). Development of mathematical literacy through the materials of the comprehensive curriculum of environmental education. Journal of Environmental Education and Sustainable Development. 1 (3): 55-65. [In persian].
Sheikh Abbasi Kola, B.F. and Sadati, Y. (2018). Content analysis of science textbooks in the first year of high school in terms of attention to environmental problems. Recent Advances in Behavioral Sciences. 29 (3). 24-39. [In persian].
Simmons, D.A. and Widmar, R. (1989). Participation in household solid waste reduction activities: The need for public education. Journal of Environmental Systems.19: 323– 330.
Spiropoulou, D., Antonakaki, T., Kontaxaki, S., and Bouras, S. (2007). Primary teachers’ literacy and attitudes on education for sustainable development. Journal of Science Education and Technology, 16(5), 443-450. Sterling, S. (2012). The Future Fit Framework—An Introductory Guide to Teaching and Learning for Sustainability in HE; Higher Education Academy: York, UK.
Tilbury, D. Podger, D., & Reid, A. (2004). Change in Curricula and Graduate Skills Towards Sustainability: Final Report; Australian Government, Department of Environment and Heritage and Macquarie University: Canberra, Australia.
Tuncer, G., Tekkaya, C., Sungur, S., Cakiroglu, J., Ertepinar, H., and Kaplowitz, M. (2009). Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development, 29(4), 426-436.
UNECE. (2012). Learning for the Future: Competences in Education for Sustainable Development; United Nations Economic Commission for Europe (UNECE): Geneva, 0011 233 Switzerland, Available online: http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Pu blication.pdf (accessed on 10 August 2013).
UNEP. (2012). The UN-Water Status Report on the Application of Integrated Approaches to Water Resources Management; United Nations Environment Programme: Nairobi, Kenia.
UNESCO. (2015). Sustainable Development Goals (Online); UNESCO: Paris, France, Available online: http://en.unesco.org/sdgs (accessed on 15 January 2020).
UNESCO. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development; UNESCO: Paris, France; Available online: https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed on 15 January 2020).
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives; UNESCO: Paris, France.
Valiallahi. J. (2014). Environmental education in national formal education; the role of environmental education in formal and public educatio. Tarbiat Dabir Shahid Rajaei University Press, Tehran. 110 pp. [In persian]
Varis, O. Enckell, K., & Keskinen, M. (2014). Integrated water resources management: Horizontal and vertical explorations and the ‘water in all policies’ approach. Int. J. Water Resour. Dev. 30: 433–444.
Varis, O. Keskinen, M., & Kummu, M. (2008). Mekong at the crossroads. AMBIO J. Hum. Environ. 37: 146–149.
Varis, O., & Tortajada, C. (2009). Water Governance in the Mena Region: Policies and Institutions; InWEnt Capacity Building International: Bonn, Germany, p. 28.
Vörösmarty, C.J. McIntyre, P.B. Gessner, M.O. Dudgeon, D. Prusevich, A. Green, P. Glidden, S. Bunn, S.E., & Sullivan, C.A. (2010).
Reidy Liermann, C. et al., Global threats to human water security and river biodiversity. Nature, 467: 555–561.
Wang, W. Zhang, Q.D. Tang, T. Lu, S.P. Yi, Q., & Wang, X.F. (2019). Numerical study of the impact of water injection holes arrangement on cavitation flow control. Science. Prog. 1–23.
WCED. (1987). Our Common Future, World Commission on Environment and Development; Oxford University Press: Oxford, UK.
Willis, R.M. Stewart, R.A. Panuwatwanich, K. Williams, P.R., & Hollingsworth, A.L. (2011). Quantifying the influence of environmental and water conservation attitudes on household end use water consumption. J. Environal Management. 92, 1996–2009.
Winter, J., & Cotton, D. (2012). Making the hidden curriculum visible: Sustainability literacy in higher education. Environ. Education. Res. 18: 783–796.
Witoszek, N. (2018). Teaching sustainability in Norway, China and Ghana: Challenges to the UN programme. Environmental Education. Res. 2018, 24, 831–844.