Abstract:
هدف پژوهش حاضر، طراحی الگوی شایستگیهای مصرف پایدار در دوره ابتدایی میباشد. روش پژوهش، فراترکیب است. در گام اول، سوال پژوهش مطرح "الگوی شایستگیهای مصرف پایدار دانشآموزان دوره ابتدایی چیست؟ " و بر اساس آن اعضای تیم فراترکیب مشخص شدند. در گام دوم و سوم، منابع دادههای پژوهش شامل پایگاههای اسکوپوس، اشپرینگر و...، تعیین و معیارهای شمول مقالات مشخص گردید. در گام چهارم، با تجزیه و تحلیل دادهها، 56 مضمون پایه مرتبط با مصرف پایدار استخراج شد و سپس به ترکیب یافتهها پرداخته شد. در این گام، مضامین پایه استخراج شد و در 9 مضمون سازمان دهندهی سطح دوم شامل دانش اقتصادی (مانند آشنایی با سیاست پولی و مالی)، دانش اجتماعی – فرهنگی (آشنایی با مصرف پایدار و ناپایدار) و دانش زیست محیطی (آشنایی با شیوههای بازیافت و بازیابی کالا)؛ مهارت اقتصادی (مهارت در خرید مواد غذایی پایدار)؛ مهارت اجتماعی – فرهنگی (توانایی در شناسایی نمونههای مصرف و تولید ناپایدار) و مهارت زیست محیطی (مانند توانایی مشارکت در بازیافت)؛ نگرش اجتماعی – فرهنگی (تعهد و مسئولیت اجتماعی نسبت به نحوه مصرف) و نگرش زیست محیطی (احساس تعهد نسبت به کاهش اثرات زیست محیطی) طبقهبندی شدند. و مضمون سازماندهنده سطح دوم در 3 مضمون سازماندهندۀ سطح اول اقتصادی؛ اجتماعی- فرهنگی و زیست محیطی قرار گرفتند و در انتها نیز، شبکۀ مضامین شایستگیهای مصرف پایدار ترسیم گردید. الگوی طراحی شده در این پژوهش، چارچوبی برای آموزش شایستگیهای مصرف پایدار برای دانشآموزان دوره ابتدایی، در سطوح مذکور را که پیش از این میسر نبود، فراهم آورده است. و از اعتباریابی توصیفی، اعتباریابی تفسیری – نظری- پراگماتیک، استفاده شد.
Introduction: The present study aimed at designing a model of sustainable consumption competency model for primary school students. Sustainable consumption competency is the process of developing and improving skills and knowledge This type of education can help develop critical thinking and increase people's awareness. Research questions What is the pattern of sustainable consumption competencies of elementary school students? Research materials and method The applied method for this piece of research is a qualitative meta-synthesis approach. Toward this goal, first, a research question was posed, and then the members of the meta-synthesis group were designated. In the second and third stages, the sources of the research data, including Scopus and Springer databases and some others, as well as articles’ inclusion criteria, were determined. In the fourth stage, by analyzing the data gathered, 56 fundamental issues related to sustainable consumption were identified. Then the synthesis of the data was done. At this time, nine underlying issues called the second level were selected. These categories include: Knowledge of economy (such as monetary and financial familiarity); socio-cultural knowledge (familiarity with the sustainable and unsustainable consumption); ecological knowledge (familiarity with the recycling methods of goods); economical skills (being skillful in buying sustainable food materials); socio-cultural skills (having the ability to recognize patterns of sustainable production and consumption); ecological skills (being able to take part in recycling); socio-cultural attitudes (social commitment and responsibility toward consumption methods); and finally ecological sense of commitment in relation to the reduction of ecological effects. The second level of the established issues incorporates three primary levels of economical, socio-cultural, and ecological categories. Results Finally, the network of sustainable consumption competency concepts pattern was drawn. The designed model provides a framework for teaching competent ways of consumption to primary school students, which was not available before. And as for Descriptive Validation As to Interpretive_Theoretical_Pragmatic Validation was used. Discussion the result of this study showed that sunstainable consumption competency program follows fundamental change in students ‘ knowledge , skill and attitude for becoming them a conscious, active and moral citizens . The people who are not only have values and good features of the society but also they can show make and improvements of culture and they can make an ideal society. Introduction: The present study aimed at designing a model of sustainable consumption competency model for primary school students.Sustainable consumption competency is the process of developing and improving skills and knowledge This type of education can help develop critical thinking and increase people's awareness. Research questions What is the pattern of sustainable consumption competencies of elementary school students? Research materials and method The applied method for this piece of research is a qualitative meta-synthesis approach. Toward this goal, first, a research question was posed, and then the members of the meta-synthesis group were designated. In the second and third stages, the sources of the research data, including Scopus and Springer databases and some others, as well as articles’ inclusion criteria, were determined. In the fourth stage, by analyzing the data gathered, 56 fundamental issues related to sustainable consumption were identified. Then the synthesis of the data was done. At this time, nine underlying issues called the second level were selected. These categories include: Knowledge of economy (such as monetary and financial familiarity); socio-cultural knowledge (familiarity with the sustainable and unsustainable consumption); ecological knowledge (familiarity with the recycling methods of goods); economical skills (being skillful in buying sustainable food materials); socio-cultural skills (having the ability to recognize patterns of sustainable production and consumption); ecological skills (being able to take part in recycling); socio-cultural attitudes (social commitment and responsibility toward consumption methods); and finally ecological sense of commitment in relation to the reduction of ecological effects. The second level of the established issues incorporates three primary levels of economical, socio-cultural, and ecological categories. Results Finally, the network of sustainable consumption competency concepts pattern was drawn. The designed model provides a framework for teaching competent ways of consumption to primary school students, which was not available before. And as for Descriptive Validation As to Interpretive_Theoretical_Pragmatic Validation was used. Discussion the result of this study showed that sunstainable consumption competency program follows fundamental change in students ‘ knowledge , skill and attitude for becoming them a conscious, active and moral citizens . The people who are not only have values and good features of the society but also they can show make and improvements of culture and they can make an ideal society.
Machine summary:
Sustainable consumption کميسيون (١٩٨٧ ,Brandt Land) تعريف شد: مصرف کننده پايدار عبارت است از پاسخ به احتياجات برآورده شده با کيفيت بالا در صورتي که منابع طبيعي به صورت کم استفاده شود و هدر رفت محصولات کاهش يابد تا انرژي براي نسل هاي آينده باقي بماند.
سياست هاي مصرف پايدار به طور فزاينده ، ابعاد اقتصادي ، اجتماعي و فرهنگي محصولات و نحوة توليد آنها و همچنين تأثيرات اکولوژيکي آنها را در نظر مي گيرند (٢٠١٥ ,Pontrandolfo &Dangelico ,٢٠١٠ ,Maniatis) اين اعتقاد وجود دارد که مصرف کنندگان با تغيير سبک زندگي و رفتارهايشان در همه زمينه ها مي توانند راه را براي توسعه پايدار هموار نمايند ( Buerke ,Balderjahn ٢٠١٣ ,Kirchgeorg, Peyer, Seegebarth, Wiedmann) لذا بسياري از ابعاد سبک زندگي مدرن ، به چگونگي توليد و مصرف که بيشتر موضوعات فرهنگي و اجتماعي هستند ارتباط دارد.
(Stanszus, Laura, Fischer, Daniel, Böhme, Frank, Pascal, Fritzsche, Jacomo, Geiger, Sonja, Julia, 2017) آموزش براي مصرف پايدار به عنوان زمينه اي از سياست گذاري و فعاليت هاي تربيتي شکل گرفته است که هدف آن ارتباط بين آموزش مصرف کنندگان ، توسعه پايدار و رشد پايدار است (Adomflent, Fischer, Godemann, Herzig, Timm, Rieckmann, 2014) شوراي ملي مصرف کننده در انگلستان ، آموزش مصرف کننده را چنين تعريف مي کند: امکان استفاده مؤثر از مشاوره و اطلاعات ، منجر به توانمندسازي مصرف کننده مي شود ( ,Coppack ٢٠٠٣).