TEHRAN – Environmental education has been included in the country’s school curriculum to prepare students for the protection of natural resources and the environment, when it must be more effective and acquired at an earlier age to bring about changes positive cognitive and behavioral behaviors in students, the Mehr News Agency reported. Sunday.
One of the main concerns of every nation is the environment and the interaction between people and their environment; because the life of man like all other animals depends on the environment. Yet over the past two centuries, with great apparent progress, human beings have caused damage to the environment, consciously or unconsciously, and Iran is no exception.
Despite the fact that Iran faces 4 major environmental issues, including water scarcity, soil erosion, air pollution and endangered biodiversity, neither officials nor the public have the knowledge needed to find appropriate solutions to contain the problems, thus their mismanagement of natural resources and lack of commitment have exacerbated the country’s environmental problems.
Environmental education and student engagement and information about environmental values from an early age has become a great challenge for the Iranian school curriculum, so educational materials on environmental protection has been included in the Grade 11 curriculum since the start of last school year (September 23, 2017).
The book entitled “Man and the environment” is made up of 7 lessons on the importance of water, soil, air, energy, waste, biodiversity and land. ‘environment.
In order for the environment to be a global concern for the public, it should be based on the teaching materials and the school curriculum at different educational levels, which in turn requires appropriate programming, materials and a quality program, the provision of textbooks in accordance with its objectives, and well-trained and informed teachers able to perceive the concepts and make them understandable so that the students regard the safeguarding of the environment not only as a material responsibility, but as a human one.
Students are trained to learn knowledge and values for use in their very lives; so that textbooks alone cannot contribute much to this end.
Mehrdad Haqshenas, a teacher who has been teaching the book for two years, said one of the significant issues with the book is that it was not devoted to attractive environmental topics, for example, wildlife and behavioral characteristics. missing animals are not included in the book, while still surprising and involving the students.
He added that the Asian cheetah is not mentioned in the entire book and was only sufficient for a photograph of the precious endangered species.
The book would aim to inform the student of the environmental challenges facing the country, however, due to the conservative approach to unsustainable development, such as excessive construction, water transfer, mining and industries, the concept environmental awareness would not be formed. among students, he explained.
Another major problem with the book is that it is presented in high schools, when students are preparing for the college entrance exam, he lamented, adding that teachers are obliged to present the lessons as quickly as possible, so that students can practice for more important tasks. exams.
He regretted that the environmental issues can be presented by many educational films, trips and workshops, however, the courses are given in 5 months, which makes the class uncompromising, without any attractive educational content.
In addition to the non-applicable book content, the faculties that teach the book are almost biology teachers, not environmental specialists, Haqshenas also lamented.
“Experts believe that environmental education should be taught to students from an early age, so it was best to design the book for elementary school students, who have fewer lessons and experience more enthusiastic stages in their lives,” he concluded.
FB / MQ / MG