Identification of Curriculum Components for Environmental Ecosystem Protection with a Passive Defense Approach
Keywords:
Curriculum, Ecosystem Protection, Environmental, Passive DefenseAbstract
The aim of this study was to identify the curriculum components for environmental ecosystem protection through a passive defense approach. The present research employed a qualitative meta-synthesis method. The research setting included all Iranian articles (2009–2023) and international articles (2007–2023). The sampling method in the qualitative meta-synthesis section was purposive, continued until data saturation, and resulted in 31 articles selected through a screening process from an initial pool of 91 articles. Data analysis was conducted based on a hierarchical structure of open concepts, organizing concepts, and overarching themes. The findings revealed that the curriculum for environmental ecosystem protection with a passive defense approach includes the following dimensions: In the materials/resources dimension, four components were identified: in-person field visits, simulation software, the internet, and supplementary books. In the space dimension, three components were identified: spatial interpretation, engagement with space, and sense of place. In the time dimension, two components were identified: out-of-school time and school time. In the grouping dimension, three components were identified: interest-based grouping, subject-based grouping, and agency-based grouping. In the evaluation dimension, four components were identified: formative assessment, practical assessment, intentional assessment, and multi-dimensional assessment.
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Copyright (c) 2024 Maryam Ahmadizadeh, Behrang Esmaeilishad, Mahboubeh Soleimanpour Omran, Gholamreza Banagar (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
