Document Type : Original Article
Authors
1
PhD student in Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran
2
Associate Professor of Educational Management, Garmsar Branch, Islamic Azad University, Semnan, Iran
3
3Professor of Educational Management, Islamic Azad University, Garmsar Branch, Garmsar, Iran
Abstract
The present study was designed to provide a model for the development of ecological literacy in secondary schools. This study was a qualitative method based on the systematic approach of Strauss and Corbin. The statistical population included school principals, teachers, environmental education experts, professors of environmental education and elites in the field of environment who were purposefully selected until the theoretical saturation (22 people). The results showed that 16 categories and 61 concept codes were identified and placed in the heart of the six dimensions of the paradigm model. Therefore, in order to develop ecological literacy, considering the causal conditions (family, teachers and administrators), we should try to know more about ecological literacy and also apply the identified strategies (culture, education, media, education, modeling and Planning). In order to achieve these strategies, the underlying conditions (infrastructure and human resources) as well as the interventionist conditions (facilitating and destructive) must be considered in order to have positive development consequences (environmental, behavioral and economic underpinnings acquired. The results showed that 16 categories and 61 concept codes were identified and placed in the heart of the six dimensions of the paradigm model. Therefore, in order to develop ecological literacy, considering the causal conditions (family, teachers and administrators), we should try to know more about ecological literacy and also apply the identified strategies (culture, education, media, education, modeling and Planning). In order to achieve these strategies, the underlying conditions (infrastructure and human resources) as well as the interventionist conditions (facilitating and destructive) must be considered in order to have positive development consequences (environmental, behavioral and economic underpinnings acquired
Keywords
Main Subjects
)