جغرافیا و روابط انسانی

جغرافیا و روابط انسانی

اثربخشی آموزش مبتنی بر مکان بر سواد جغرافیایی و دانش و نگرش محیط‌زیستی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشیار گروه علوم تربیتی دانشگاه مازندران
2 مدرس گروه علوم تربیتی، واحد علی آبادکتول، دانشگاه آزاد اسلامی، علی آبادکتول، ایران
10.22034/gahr.2026.575820.2679
چکیده
هدف پژوهش حاضر بررسی اثربخشی آموزش مبتنی بر مکان بر سواد جغرافیایی و دانش و نگرش زیست‌محیطی دانش‌آموزان دختر پایه ششم ابتدایی شهرستان علی‌آباد کتول بود. پژوهش از نظر هدف کاربردی و از نظر روش، شبه‌آزمایشی با طرح پیش‌آزمون‌پس‌آزمون و گروه کنترل انجام شد. جامعه آماری شامل تمامی دانش‌آموزان دختر پایه ششم ابتدایی این شهرستان در سال تحصیلی ۱۴۰5-1404 بود که ۵۰ نفر به‌روش تصادفی انتخاب و به‌طور مساوی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش در قالب یک برنامه آموزش مبتنی بر مکان شامل ۱۰ جلسه آموزشی شرکت کرد، در حالی که گروه کنترل آموزش‌های معمول را دریافت نمود. ابزارهای پژوهش شامل پرسشنامه سواد جغرافیایی دیکمنلی (۲۰۱۴) و مقیاس دانش و نگرش زیست‌محیطی لیمینگ، دایر و براکن (۱۹۹۵) بود. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیره (مانکووا) تحلیل شدند. نتایج نشان داد آموزش مبتنی بر مکان تأثیر معناداری بر مؤلفه‌های سواد جغرافیایی شامل توانایی شناخت موقعیت مکانی، تفکر انتقادی مکانی و قضاوت مبتنی بر مکان دارد. همچنین این آموزش موجب افزایش معنادار دانش و نگرش زیست‌محیطی دانش‌آموزان شد. نتایج نشان‌دهنده نقش قوی برنامه آموزش مبتنی بر مکان در تبیین تفاوت‌های مشاهده‌شده بین گروه‌ها بود. بر اساس یافته‌ها می‌توان نتیجه گرفت که آموزش مبتنی بر مکان با فراهم‌سازی فرصت‌های یادگیری تجربی و پیوند مدرسه با محیط و جامعه محلی، می‌تواند رویکردی مؤثر برای ارتقای سواد جغرافیایی و پرورش نگرش‌ها و دانش زیست‌محیطی دانش‌آموزان در دوره ابتدایی باشد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Effectiveness of Place-Based Education on Geographical Literacy and Environmental Knowledge and Attitude of Students

نویسندگان English

Mostafa Azizi 1
mojtaba tajari 2
1 Associate Professor, Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
2 Instructor, Department of Educational Sciences, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
چکیده English

The aim of this study was to investigate the effectiveness of place-based education on geographical literacy and environmental knowledge and attitude of sixth-grade elementary school female students in Aliabad Katul County. This research was applied in terms of purpose and employed a quasi-experimental method with a pretest-posttest control group design. The statistical population included all sixth-grade female elementary students in this county during the 2025-2026 academic year, from which 50 students were randomly selected and equally assigned to experimental and control groups. The experimental group participated in a place-based education program consisting of 10 sessions, while the control group received conventional instruction. The research instruments included the Geographical Literacy Questionnaire (Dickmannly, 2014) and the Environmental Knowledge and Attitude Scale (Leeming, Dyer & Bracken, 1995). Data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that place-based education had a significant effect on the components of geographical literacy, including the ability to recognize spatial location, spatial critical thinking, and place-based judgment. Furthermore, this training significantly increased students' environmental knowledge and attitude. The findings indicate the strong role of the place-based education program in explaining the observed differences between the groups. Based on the results, it can be concluded that place-based education, by providing experiential learning opportunities and connecting the school with the local environment and community, can be an effective approach for enhancing geographical literacy and fostering environmental attitudes and knowledge in elementary school students.

کلیدواژه‌ها English

آموزش مبتنی بر مکان
سواد جغرافیایی
دانش زیست‌محیطی
نگرش زیست‌محیطی
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دوره 9، شماره 3
پاییز 1405
صفحه 41-56

  • تاریخ دریافت 25 بهمن 1404
  • تاریخ بازنگری 20 اسفند 1404
  • تاریخ پذیرش 29 خرداد 1405