Effects of Teaching Philosophy to Children on Environmental Knowledge, Sensitivity, and Concern in Seventh-Grade High School Students

Abstract The present study aimed to study the effects of teaching philosophy to Children on environmental knowledge, sensitivity, and concern in seventh-grade high school students in Karaj, Iran. This study was applied in terms of its approach and used a quasi-experimental method for data gathering. The population consisted of seventh-grade high school students in District 4 of Karaj; the convenient sample included sixty students who were randomly assigned to control and experimental groups, each consisting of 30 subjects/students. The tool for gathering data was the questionnaire devised by Veisi et al. (2012) whose face and content validity was confirmed by past studies and a survey from 18 specialists; its reliability was determined to be 0.86 via Cronbach's alpha coefficient. Kolmogorov–Smirnov (KS) and leven tests and homogeneity of regression slopes were used for the statistical analysis. Finally, the questions were analyzed using methods of statistical description and inference, and mean percentage, and ANCOVA were analyzed via SPSS22 (P£0.05). Their results indicated that teaching philosophy had a significant, positive effect on environmental knowledge, sensitivity, and concern. The positive effects of teaching philosophy show the children access to variables which indicate their attachment to all animate and inanimate entities on the earth and their awareness of protecting the environment.