Document Type : Original Article

Author

• Maryam Marandi Heidarloo

Assistant Prof. in Curriculum Development, Educational Sciences Department, Farhangian University, Tehran. Iran.

Abstract

Teaching and promoting ecological literacy as an emerging paradigm in education is one of the concerns of educational systems. The aim of the current research is to present a model for improving the ecological literacy of elementary school students. The current research is qualitative and based on Grounded theory. The statistical sample was of the expert type and included 18 experts related to the field of ecological literacy and the field of curriculum development. Semi-structured interviews were used to collect data. In order to obtain the reliability and validity of the data, two methods of reviewing the participants and reviewing experts who did not participate in the research were used. The data was analyzed by manual coding inspired by Glaser's theory and after extracting the primary and central codes, related categories were extracted and then the pattern was designed. Based on the findings of the research, 419 primary codes, 65 core codes and 21 core categories, in the form of causal conditions,, contextual , Strategies , consequences and the main phenomenon (enhancement of ecological literacy) were classified. Considering the growth and spread of ecological crises and the necessity of familiarizing students with the methods of promoting ecological literacy from an early age, by using this model, it is possible to institutionalize ecological literacy in students and prepare them for better life in the future

Keywords

• Literacy
• Ecology
• Ecological Literacy
• Primary School Students
• Grounded Theory

Main Subjects

• الگوهای برنامه درسی