DEVELOPMENT OF ENVIRONMENTAL RESPONSIBILITY FOR FIRST GRADE SECONDARY INDUSTRIAL SCHOOL STUDENTS IN THE LIGHT OF A PROPOSED PROGRAM FOR CLEANER PRODUCTION TECHNOLOGY BASED ON SYSTEMIC APPROACH

Abstract

This current study drives at developing environmental responsibility among students of the first industrial secondary grade in light of a proposed program concerning cleaner production technology and based on the systemic approach. Study instruments include scale of environmental responsibility, the proposed program which axes include the environment's resources and its effect and value in achieving sustainable development, providing requirements of economic activities, the role of technological applications of cleaner production and renewable energy, presenting a safely use environment friendly product. The researcher uses the quasi-experimental method for examining impact of the proposed program as an independent variable in developing students' responsibility as a dependent variable through counting on (pre/post) binary experimental designing of the one experimental group. The study group is defined to be from fifty students of Al-Giza Secondary Electric School. The scale is pre/post applied, as there has been a noticed middle elevation post application of the program. Post statistical treatment, results indicate that: 1- There a significant statistical difference between averages scores of students on scale of environmental responsibility pre/post application of the program, in favor of the post application. 2- There is also a significant statistical difference in total scores of every dimension of the of environmental responsibility pre/post application of the program, in favor of the post application which indicate validity of the program in developing environmental responsibility among students and achieve research hypotheses. The study recommends including the cleaner production and its modern applications in the industrial education curricula, using as well the that will assist developing the learner's cognitive structure and his experiments in addition to all that he has of concepts and understanding in a way; developing as well his ability of creativity of solving environmental problems through interaction with them in a comprehensive integrated approach that may achieve understanding of those problems and their components, calling in turn the previous experiments and experiences that suit the situation in its cognitive structure and so, resolving problems and dealing easily with problems successfully. Using systematic evaluation is a necessity for measuring higher levels of (analysis – composition – creativity) as the most important outputs of education and learning process and not what a student reserves as in traditional processes.