Designing and validating a model of environmental ethics curriculum based on spontaneous order in secondary school

The aim of the present study is to design and validate a model of environmental ethics curriculum based on spontaneous order in secondary school. This research was carried out with a sequential exploratory approach using a combined method. Which was first extracted by qualitative content analysis method of elements (purpose, content, teaching method, evaluation) of environmental ethics curriculum based on spontaneous order. In the quantitative part, exploratory and confirmatory factor analysis methods were used for data analysis. The selection of participants in the qualitative section was done using purposive sampling method and theoretical saturation criteria. 15 professors and specialists were selected and the statistical population of the quantitative section of all secondary school teachers in Mazandaran province was 11024 (5692 men and 5332 women). ) Is. The research sample includes 360 high school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. The data collection tool is semi-structured in the qualitative part of the interview and in the quantitative part of the researcher-made spontaneous order questionnaire with 22 items with a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS and PLS software. The results showed that the target components, content, teaching method and evaluation are effective in explaining the pattern of environmental ethics curriculum based on spontaneous order and the model had a good fit. Spontaneous discipline-based environmental ethics curriculum enables independent students to approach issues based on conscious, deliberate, and thoughtful behaviors. In fact, using this approach, learning experiences through discovery and search are actively done to evoke students' spontaneous order.