نشریه پژوهش در آموزش زیست شناسی
سال چهارم شماره 2 (پیاپی 11، پاییز و زمستان 1401)

The environmental crisis in today's world is a serious issue. Despite spending large amounts of money to establish large technical projects to achieve environmental protection, the output has not been very satisfactory. Accordingly, in recent years, it has led Islamic thinkers to the important point that apart from technical issues, the approach of applying philosophy based on religion and ethics is very helpful in facilitating this issue. In the eyes of Islam, while respecting natural resources and the environment, they consider the purpose of creation of these divine gifts to serve all beings in the world. In the leading article, two mutual attitudes about the lack of environmental protection have been discussed; The first aspect: with a religious approach, he considered the environmental crisis in not applying religious teachings, and the second aspect: with a non-religious approach, he considered religious teachings such as non-dependence and caring for the world to be the cause of unlimited use of the natural environment. are This article claims with a descriptive-analytical method and with a comparative assessment of the above two views and placing the Islamic religion as a basis; The weakening of religious teachings about natural resources, followed by the distancing of the public from these teachings, has a direct role in intensifying the environmental crisis, and the solution is to strengthen the individual and social spiritual dimension of the society in the researched issue.

Visualization is an essential skill for all students and biologists studying and researching molecular cell biology and biochemistry. In this study, the nature and importance of visualization in the teaching of molecular cell and biochemistry topics in high school textbooks are discussed. The argument is that students should be explicitly taught visual literacy and visualization skills as essential components of biology courses. The current review research was done using the library-document method. The desired information resources using the keywords of education, biology, molecular cell, biochemistry, visual literacy, and visualization; and were extracted from Science Direct, Google Scholar, and PubMed databases. The results showed that although a great variety of static, dynamic, and multimedia visual displays continue to flood schools with modern educational resources at an exponential rate, very little educational attention has been paid to visual literacy and visualization in biology education. In this article, based on selected research findings from other fields of science education and my own research experience in biology education, basic instructions are proposed to promote visualization and visual literacy among students who study in the experimental field.

The aim of the current research is to determine the components of environmental literacy education in the elementary school based on the lived experiences of teachers. This research was conducted with a qualitative research approach and using the phenomenology method. The statistical population of the research was elementary teachers, the head of the educational group, and the leaders of the second year of elementary school, whose selection method was purposeful and of the snowball type. A total of 21 people were interviewed. A semi-structured interview was used to collect data. The data from the interview was analyzed using thematic analysis method. The validity of the analysis was ensured by using the homogeneity of findings and the feedback method of participants and non-participating experts. The result of the article shows that the components of environmental literacy education in the second year of elementary school include the components of learning in the objective text, linking concepts, providing skill capabilities and awakening people's conscience; Identifying the basic components in environmental literacy education can be a framework and guidelines for determining the path and strategy in the field of goal setting, content production, teaching methods and evaluation methods in environmental education in the second period of elementary school and based on that curriculum designers and elementary teachers to develop curriculum elements in environmental education and To improve the quality of environmental education, take appropriate measures.

The aim of the present research was to investigate and analyze the content of the biological sciences section of experimental science books of the second elementary school based on William Rumi's content analysis model in the academic year of 1401-1402 in three components: "Text", "Image" and "Question" The statistical population of the research includes the content of the biological sciences section of experimental science books of the fourth, fifth and sixth grades of elementary school. The research method is of an analytical type and to check the data and information appropriate methods of descriptive statistics such as frequency, percentage and calculation of the engagement coefficient in each grade for text, questions, and images and then calculating the engagement coefficient of students with the whole Text, pictures and questions are used. Based on the findings of the research, the learner's engagement coefficient in the sections of text, images and questions in second year science books was 0.72, 0.73 and 0.60, respectively. These results show that based on William Rumi's model, the content of these books is active in all three sections: text, images and questions.

Today, the implementation of environmental education in the curriculum of schools has been raised as an important and effective issue. In other words, the protection of human health and the protection of the environment are among the subjects that should form an integral part of the school curriculum. However, the results of research and studies conducted in this field confirm that students do not have enough knowledge to help create and develop a healthy lifestyle and awareness of the environment. Although the changes in school policies and curricula confirm that environmental education has been recognized, school performance still needs changes. Therefore, the current research has been carried out with the aim of identifying the actions taken by different countries in the direction of environmental education in curricula. The current research is based on the descriptive approach of documents that was conducted with the library method and a review of related theoretical sources. For this purpose, it first deals with the goals and objectives of environmental education programs. Then, it discusses the measures that different countries have used in the field of environmental education in their curriculum. The results showed that the principles of environmental education are based on adding relevance to the curriculum, adopting a subject-based approach, emphasizing participation and action-oriented dimensions in learning, and emphasizing value education.

The aim of the current research was to analyze the content of the primary social studies curriculum with regard to the environmental education components of the Wisconsin model, and the content analysis method was used.  The unit of analysis was the sentences and pictures in the book.  Wisconsin's five standards include questioning and analysis skills, knowledge of natural processes and systems, investigation of environmental issues, action and decision-making skills, and citizenship and civic responsibility, which were examined.  The population and the sample were the same due to availability and included all the contents of the social studies books of the primary course approved by the Ministry of Education in the academic year of 1402-1401.  The findings showed that the most amount of attention paid to the environmental components in elementary social studies textbooks was in the fourth, fifth, sixth and third grades respectively.  In addition, the books pay the most attention to environmental education according to the five Wisconsin standards, respectively, related to citizenship and civic responsibility, action and decision-making skills, environmental issues investigation skills, knowledge of natural processes and systems, and questioning and analysis, while the least attention is paid to questioning and analysis skills and Most of them have been focused on citizenship and civil responsibility.