Environmental Education

The purpose of this study was to investigate the relationship between "Tehran Teachers' Attitude toward Environmental Education" and their "Readiness for Environmental Education to Students." This descriptive-sectional study was implemented on 127 primary school teachers in Tehran who were selected by stratified sampling and appropriate allocation and randomly selected in each class. Thus, among the primary schools of education, ten schools were selected and in each school, the samples randomly assigned among teachers of the first, second, third, fourth, fifth and sixth grades. To determine the attitude and readiness level, the quantitative score of the questions was used and the score was categorized into three groups of good, moderate and weak based on the 100% possible score. Pearson correlation coefficient was used to determine the correlation of the parameters. The results show that 19.68% of teachers have a good attitude level and other teachers have a moderate to low level of attitude and 13.31% of good preparation and other teachers have a moderate to low level of environmental education. Also, the correlation coefficient between the"attitude" and"preparedness" of the teachers for environmental education is 0.738, although the correlation is not complete, in this case, the coefficient of determination is 0.545, which indicates a reasonably good correlation. The main reasons for this level of attitude and readiness and the relation between these two parameters are environmental media disputes and social networks in recent years, which required primary education.  

The present study mainly aims to determine appropriate strategies for performing relevant educational programs to promote the level of awareness among different people of society to replace non-renewable energy resources with clean and renewable energy resources as well as to prioritize these strategies for use in the educational system of Iran. This study is conducted in two stages. In the first stage, the most important policies and strategies regarding the application of renewable energies and education in this field were extracted. Then 80 strategies proportionateaccording to Iran's educational needs in this field were suggested. The most comprehensive of them were determined using the comments of 50 specialists through a questionnaire. Among these strategies, 40 strategies were selected for training renewable energies at schools (10 cases), Higher Education (10 cases), informal education (10 cases), and non-formal education (10 cases). In the second stage, for prioritizing the selected strategies, another questionnaire including pairwise comparison tables of these strategies was prepared based on the results of the experts' comments and data resulting from it was used to rank the strategies using fuzzy preference programming (FPP) method in MATLAB software. All fuzzy group decision- making matrices are suitably adapted for each of the four educational groups (γi> 0.3679). Prioritization of these 40 strategies for training renewable energies in the educational system of Iran is presented at the end of the paper in terms of formal education at schools and universities, informal and non-formal education.

When we can make emphasis on recycling and processing materials, that enough energy and materials are not available. Rapid population growth and excess urban development are a significant cause of the destruction of the environment and natural resources. To achieve sustainable development, the human need to manage the waste. One way to manage waste can be done through environmental education; of course, this possibility depends on a positive attitude in this regard. This is applied research. The semi-experimental research method was employed in this study, which was carried out using a pretest-posttest design involving control and experimental groups. The statistical population consisted of girls and boys in the sixth grade of two elementary schools, and a prepared questionnaire was employed as the tool for measuring the students' environmental attitude and behavior concerning the methods for less waste production, reuse, and recycling before and after the education program. The related experts and its reliability confirmed the validity of the questionnaire by Cronbach's alpha coefficient of 0.8. The students were taught topics on resources available in the world, the scarcity of these resources, and the methods for less waste production, reuse, and recycling. The obtained data was analyzed for the independent groups using Levene's test and T-test. Results indicated that there is a significant difference between the girls and boys' mean environmental attitude and behavior concerning less using and less waste production, reuse and recycling waste before and after the education program. Overall attitude and behavior levels of the girls and boys concerning the taught subjects increased after the education program. However, the environmental attitude and behavior level of the boys in this regard increased more compared to the girls.