عنوان مقاله [English]
This study was conducted in order to investigate the relationship between the hidden curriculum and environmental protection from the perspective of the students of the Faculty of Agriculture and Natural Resources of Jiroft University in the year 2021-2022 in Jiroft city. The number of members of the statistical population in this research was 606, and 235 of them were selected by simple random method by referring to the Karjesi-Morgan table. After answering, 195 questionnaires (110 girls and 85 boys) were returned. Finally, 195 questionnaires were subjected to final analysis. The data collection tool of this study was two researcher-made questionnaires. The validity of two questionnaires was used through face and Cronbach's alpha coefficient was used to measure their reliability, which was 0.86 for the hidden curriculum variable and 0.84 for the environment preservation variable. The results showed that out of The components of the hidden curriculum have the highest mean of the "interaction of students with each other" component and the lowest mean of the "organizational climate" component; Also, among the environmental protection components, the highest average was assigned to the "pollution reduction" component, and the lowest average was assigned to the "human-environment relationship".
Change in climate, reduction of biodiversity, destruction of the environment and the resulting disasters, lack of water and many other problems are the realities that have caused changes in the life patterns of the current generation and the future as well. will affect How to deal with this environmental crisis is definitely decisive in the quality of life of the current and future generations. Hungerford and Elek believe that citizens should be aware of environmental issues and be sensitive about them and be motivated to improve the environment and learn the necessary skills to solve environmental issues and actively try to solve problems. Therefore, the attention to proper education in order to improve the environment has increased dramatically as an important issue in educational centers and especially universities, government, national and global levels in recent years. We can definitely say that in the near future, environmental problems will increase due to the lack of environmental literacy of the future generation, and this generation will have many problems in addition to not having a healthy environment; Therefore, paying attention to students' motivations, experiences, needs and attitudes is a very important factor in the environmental education curriculum process; However, despite the increasing interest in environmental education, various viewpoints from the thematic point of view and the abundance of educational resources, it is still not clear how environmental education is implemented in classrooms. Therefore, it is necessary to include these concepts in environmental research; Because hidden curricula is the unpredictable dimension of learning. Educational design, regardless of this dimension, is neglecting an important part of the factors that have a great impact on students' learning.Curriculum is divided into two major categories based on legitimacy, formality and controllability: hidden curriculum content and overt curriculum content. The meaning of hidden curriculum content is those texts, speeches or behaviors that are produced by informal groups of students, students, professors, teachers, staff or parents and presented in universities and schools and produced intentionally or unknowingly. . The hidden curriculum content is almost uncontrollable and the time of its appearance cannot be predicted; Because it has no official legitimacy and its validity is often determined by unofficial groups. The important point is that these factors are not part of the official curriculum and are hidden from the view and observation of the planners and those involved, which affect the thinking, emotions and behavior of students and in most cases work more effectively than the official curriculum. If the formal and explicit curriculum system somehow reveals the hidden messages, it can cover the hidden curricula. Therefore, the current research has tried to investigate the relationship between hidden curriculum and environmental protection by referring to the opinions and views of students.
Considering that this study aims to investigate the relationship between the hidden curriculum and environmental protection, a descriptive correlational method has been used. The statistical population in this research is all the students of the Faculty of Agriculture and Natural Resources of Jiroft University, whose number is 606 (168 boys and 438 girls) who were studying in the academic year of 1400-1401. According to the number of members of the statistical population of this study, in order to obtain the number of sample members, the Karjesi-Morgan table was referred to and 235 people were selected as representatives of the target population. The sample members were also selected by simple random method. 235 questionnaires were distributed among the sample members and after answering, 195 questionnaires (110 girls and 85 boys) were returned. The tool for collecting information in the research was two questionnaires made by the researcher. In order to analyze the data, one-sample t-test and Pearson's correlation coefficient were used.
The result of the sample t-test showed that the variable components of the hidden curriculum are important. According to the results of the sample T-Tech test, there is a statistically significant difference between the variable components of the hidden curriculum. So that the highest average belongs to the "interaction of students with each other" component and the lowest average to the "organizational atmosphere" component. According to the results of the sample T-Tech test, the variable components of environmental protection are also important. Based on the results of the sample T-Tech test, there is a statistically significant difference between the components of environmental protection, so that the highest average is related to the component of "pollution reduction" and the lowest average is to the component of "Human-Environmental Relationship" is dedicated. The results of the Pearson correlation test also revealed that all hidden curriculum components have a significant relationship with the hidden curriculum variable and all environmental preservation components have a significant relationship with the environmental variable with 99% confidence. At the end, the following suggestions are presented: 1. Regularly explain to the students about the work done in the university, the behaviors, etc., which emphasize the preservation of the environment, and the reasons are explained logically and in simple language. 2. During teaching, the professor should relate different subjects to the environment.