دانشگاه شیراز با همکاری انجمن مطالعات برنامه درسی پژوهش‌های برنامه درسی 2251-6794 10 2 2021 02 19 Designing a Sustainable Consumption Competency Model for Elementary School Students: A Meta-Synthesis Method طراحی الگوی شایستگی‌های مصرف پایدار در دانش‌آموزان دوره ابتدایی-رویکرد فراترکیب 1 33 6044 10.22099/jcr.2021.6044 FA مریم شفیعی استادیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز سمیرا نکومند دکتری مطالعات برنامه درسی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز رحمت اله مرزوقی استاد دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز جعفر ترک زاده دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز Journal Article 2019 07 24 Introduction The present study aimed at designing a sustainable consumption competency model for elementary school students.Sustainable consumption competency is a process for improving knowledge and skills. An education based on sustainable consumption competency model can help improve critical thinking skills and increase individuals' awareness.In fact, sustainable consumption education aims to provide knowledge and skills which can help individuals and social groups adopt sustainable consumption behaviors. Such training should be considered as a long-term and continuous process which can lead to better decision-making and acquisition of the necessary skills throughout life. It is, therefore, suggested to make individuals familiar with the model since their childhood and through competent and qualified teachers. It is noteworthy, however, that proper education of children requires a curriculum which is valid, consistent, and appropriate to their mental abilities. The model has also emerged as a framework for policy-making and designing educational activities aimed at linking consumer education, sustainable development and sustainable growth.Finally, a review of relevant research can indicate that sustainable consumption entails education because it is only through education that students' levels of knowledge and awareness about environmental issues and society can increase. If education begins in childhood, it will be accepted by individuals. Research questions What is the pattern of elementary school students' competencies for sustainable consumption? Materials and Methods The present study benefits from a qualitative approach to and a meta-synthesis method of research. Accordingly, the research question was posed first and, then, the group members for conducting meta-synthesis were selected. Next, the sources of data, including databases such as Scopus and Springer were chosen and inclusion criteria were established. In the next stage, collected data was analyzed and 56 fundamental issues related to sustainable consumption were identified. Then, data synthesis was done. At this time, nine underlying, or the second-level, issues emerged. The categories were knowledge of economy, for instance monetary and financial familiarity; socio-cultural knowledge, such as familiarity with sustainable and unsustainable consumption; ecological knowledge, including familiarity with the methods of recycling different items; economic skills, for instance being skilled at buying sustainable materials; socio-cultural skills, for example having the ability to recognize patterns of sustainable production and consumption; ecological skills, such as being able to take part in recycling movement; socio-cultural attitudes, including social commitment and responsibility towards consumption methods; and finally sense of ecological commitment, such as reduction of ecological impacts. The second level issues were further related to the three primary levels of economic, socio-cultural, and ecological issues. Finally, the conceptual network diagram concerning the pattern of competencies for sustainable consumption was drawn. The newly developed model provides a framework for teaching some effective strategies for being competent consumers to elementary school students. And as for descriptive validation, interpretive, theoretical, and pragmatic validation was done.[m1] Discussion The results of the present study showed that the program of education for sustainable consumption seeks a fundamental change in knowledge, skills and attitudes of students. This way, students can become aware, active and moral citizens with characteristics which are valued by society. Students are further able to build an ideal society and devote a considerable efforts to develop their local and national culture. And if education begins in childhood, it can become more easily acceptable and understandable for individuals. Additionally, rapid technological changes in various aspects of life can cause instability of human knowledge and information sources. Hence, traditional education is no longer able to meet diverse future needs of human beings and is not enough for them to wisely spend the remaining portion of their lives. Therefore, human beings need a kind of dynamic educational system which is constantly updated. In other words, education should turns individuals into active and lifelong learners. Such learners have a critical view and problem-oriented approach and are able to turn interactions and conflicts of their daily lives into opportunities, and thus they can make the best use of what they have learned through acquiring knowledge at the appropriate time. In sum, it should be stated that educating students with a good understanding of sustainable consumption is a very big goal which requires considerable efforts of curriculum planners and education administrators. The meticulous attention and support of educational policymakers, textbook developers, curriculum planners and university professors, among the other individuals involved, can also be helpful in this regard. Based on the overall findings of this study, future researchers are recommended to respond to the need for more research in the field of sustainable consumption. هدف پژوهش حاضر، طراحی الگوی شایستگی‌های مصرف پایدار در دوره ابتدایی میباشد. روش پژوهش، فراترکیبِ است. در گام اول، سؤال 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، شبکِۀ 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.

https://jcr.shirazu.ac.ir/article_6044_d2443e12e0e5ecb37b76cc00fed68dc7.pdf