Abstract
<p class="apa">The purpose of present research was to study the current and optimal status of teaching environment at high schools in Iran with emphasis on curriculum experts and teachers viewpoints. Research method was mixed method. In the qualitative part, experts viewpoints were gathered through a semi-structured interview. In the quantitative part, 258 high school teachers were selected randomly as statistical sample and a researcher-made questionnaire was distributed among them to collect data. Content validity was used to determine the questionnaire validity, and its reliability was calculated at 0.90, using Cronbach at alpha coefficient. Findings showed that, according to experts’ viewpoints, status of teaching environment at high schools is not desirable. Also, findings suggest that best teaching method for environment in Iran is a blended-electronic, project-oriented, teaching practical skills in open spaces. Iranian teachers chose teaching methods to teach environmental not only to promote their knowledge but also affect the attitude and skills of environmental protection and creating environmental conduct.</p>
Highlights
Much of damages to the environment by human are rooted in the man’s unawareness and school is the best place to increase environmental awareness and solve its problems (Erdogan et al, 2014)
Investigating factor weights of the items showed that four items of practical use of technology in environment teaching aiming at decreasing e-waste and asking for giving assignments through technology application, teaching practical skills to cope with environmental challenges, defining and administering supervisor projects on environmental issues and participating in open space like: green spaces atmosphere or watching sand hills to company with the nature as well as implied teaching of environmental protection, and implied teaching of environment al protection have greatest weight respectively; in other words, these results show that from the viewpoint of sample group teachers, these four components are the most important components to teach environmental teaching for high school students
In the present study after taking poll from biology, geology, chemistry and geography teachers, it was shown that teaching method of practical use of technology in teaching environment aiming at decreasing e-waste and asking assignments through applying technology, was located on the top of teaching methods by four groups of teachers
Summary
Much of damages to the environment by human are rooted in the man’s unawareness and school is the best place to increase environmental awareness and solve its problems (Erdogan et al, 2014). Studies have shown that teaching methods have direct relationship with creativity (Adibnia, 2013; Reyaz, 2011), and the key element in teaching and learning is the ability to process information In this regard and academic revolution has taken place in education in the past half century marked by transformations in scope and diversity. Aizener suggest that what school should teach students is the manner of thinking and learning, able to consider various ways while facing problems, and address how collecting different pieces of information and organize them in a new and modern from studies suggest that teaching method selected by teacher is effective on the speed and stability of learning and increasing cognitive, affective, and communicational skills in students (Farhadi-Pour et al, 2015)
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