بررسی عملکرد اجرای طرح مدارس جامع محیط زیستی: مطالعه موردی شهر تهران مقالة

رویکرد پژوهش از نوع کمی و راهبرد مورد استفاده توصیفی ـ پیمایشی است. اعضای جامعه آماری این پژوهش شامل کلیه مدیران، معاونین، معلمان و کارشناسان مربوطه در سازمان آموزش و پرورش شهر تهران بودند. برای انجام نمونه گیری، از روشنمونه‌‌گیری تصادفی استفاده شد. ابزار گردآوری داده‌های مورد نیاز نیز پرسشنامه محقق ساخته بود. یافته‌های پژوهش نشان داد که مدارس جامع محیط زیستی در خصوص پنج مولفه اقدامات آموزشی و پرورشی، فضای سالم، زیبا و استاندارد، مصرف انرژی الکتریکی در تاسیسات روشنایی ساختمان و محوطه، مصرف انرژی الکتریکی در تاسیسات سرمایشی و گرمایشی ساختمان و محوطه و مصرف مواد اولیه و بازیافت عملکرد مناسبی داشته‌اند ولی در خصوص مولفه‌های مصرف آب در ساختمان و ناوگان حمل و نقل و جا به جایی عمکلرد مناسبی نداشته‌اند.

Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely. Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely. Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely. Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely. Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely. full objectives of these schools need serious support from supportive institutions to cover all goals completely.

يافته هاي پژوهش نشان داد که مدارس جامع محيط زيستي در خصوص پنج مولفه اقدامات آموزشي و پرورشي، فضاي سالم ، زيبا و استاندارد، مصرف انرژي الکتريکي در تاسيسات روشنايي ساختمان و محوطه ، مصرف انرژي الکتريکي در تاسيسات سرمايشي و گرمايشي ساختمان و محوطه و مصرف مواد اوليه و بازيافت عملکرد مناسبي داشته اند ولي در خصوص مولفه هاي مصرف آب در ساختمان و ناوگان حمل و نقل و جا به جايي عمکلرد مناسبي نداشته اند. در کشور ما نيز آنچه که در شيوه نامه منشور مدارس جامع محيط زيستي (جم ) آمده است ، شاخص هاي اين مدارس را شامل : اقدامات آموزشي و پرورشي، فضاي سالم ، زيبا و استاندارد مدرسه ، مصرف انرژي الکتريکي در تاسيسات روشنايي ساختمان و محوطه ، مصرف انرژي الکتريکي در تاسيسات سرمايشي و گرمايشي ساختمان و محوطه ، مصرف آب در ساختمان ، ناوگان حمل و نقل و جابه جايي و مصرف مواد اوليه و بازيافت ميباشد (٢٠١٥ ,Green School Charter). از آنجايي که ميانگين تجربي مولفه مصرف انرژي الکتريکي در تأسيسات روشنايي ساختمان و محوطه از ميانگين فرضي آزمون بزرگتر است ، بنابراين ميتوان نتيجه گرفت که اين مولفه در مدارس جامع محيط زيستي در سطح مطلوبي قرار دارد. از آنجايي که ميانگين تجربي مولفه مصرف انرژي الکتريکي در تأسيسات سرمايشي و گرمايشي ساختمان و محوطه از ميانگين فرضي آزمون بزرگتر است ، بنابراين ميتوان نتيجه گرفت که اين مولفه در مدارس جامع محيط زيستي در سطح مطلوبي قرار دارد.