Curriculum Development
neda parishani; Sayed Ebrahim Mir Shah Jafari; F Sharifian; mehrdad farhadian
Abstract
The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. ...
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The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. Theresults indicated that Swedish and Canadian curriculum approach to theenvironmental education involved sustainable development and theirenvironmental education content in the curriculum for secondary school seemedto be comprehensive and consolidated. Australia’s secondary schoolenvironmental education curriculum comes close to support a sustainabledevelopment approach and environmental education curriculum content proved tobe non-exhaustive and consolidative. The curriculum content of secondaryschools for environmental education in Turkey fell short of sustainabledevelopment approach and its environmental education content wasnon-comprehensive and integrated. The curriculum content approach of thesecondary school in Iran for the environmental education fell short of beingoriented toward sustainable development and was non-comprehensive andintegrated in contents of textbooks on biology, chemistry, geography and geology.In studied countries the selected contents centered around areas of knowledge,skills and attitudes towards the environment. With regard to the kind ofknowledge and the space dedicated to content, there was a significant gapbetween attitudes and skills in environmental education in the curriculum ofour country and those of the selected countries. At the end of study, using acomparative analysis, a streamlined content comprising 20 items, assumed to beignored in the curriculum content for environmental education in our country,was presented.
