The engineering of achievement rate of literate man’s strategic vision in elementary school and...

Received March 2015; accepted May 2015

The engineering of achievement rate of literate man’s strategicvision in elementary school and high school by RADAR technique

Mostafa Jafari1, Maedeh Bayat2

1 .Management and Economic department, University of Zanjan, Zanjan, Iran2. IT and Computer science Department, Zanjan Institute for Advanced Studies in Basic

Sciences, zanjan, IranEmail: [email protected], [email protected]

AbstractThe present study aimed to evaluate the achievement rate of the vision of development document ineducation and specifically in elementary school and junior high school in 93-94 academic yearsin Zanjanprovince. Research statistical population was 64 students from elementary schools and 53 students fromjunior high schools of Zanjan province (region 1 and 2). Data collection tool was made by researcher’squestionnaire and content of questionnaire was approved by using teachers’ opinions. Data analysis wasdone by the use of descriptive statistics (percentage, mean and mode) and Spss software. Study resultsstatistically showed that boys in elementary schools have more environmental literacy, political literacy,economic literacy and scientific literacy than girls and also girls have more cultural literacy and socialliteracy than boys in this level. Also we observe that boys have higher mean in cultural literacy, socialliteracy, environmental literacy, political literacy, religious literacy and moral literacy than girls in juniorhigh school.Keywords: Cultural literacy, social literacy, environmental literacy, political literacy, economic literacy

IntroductionLiteracy is the foundation of knowledge and human thought. By definition, literacy refers to arange of capabilities which is needed to communicate with others through conversation, reading,writing and mathematics that aims at promoting the collaborative participation of daily life,

International Science and Investigation JournalISSN: 2251-8576 2015, 4(3)

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solving human issues and developing individual and social capacities of human and his society.Undoubtedly the achievement to develop goals in the province and country requires raising thecitizens that have useful and adequate literacy. In a time not so far, "illiterate" was someone whodid not know to read and write. This definition was valid for continuous centuries and millenniauntil we reached to the third millennium. This definition of illiterate was so common from thebeginning of 21st century: illiterate is someone who is unfamiliar with computers and theEnglish language, even if he/she can read and write. But today the growth speed of scientificdevelopments - from humanities to engineering and medicine –is so high that survival in thecircle of knowledge depends on companionship with these developments. Two important eventsalso occur in the development area of basic knowledge e:either prior knowledge are violated andrefused or existing knowledge becomes completed and more fruitful. Hence today illiterate is notsomeone who does not only know to write and read, or illiterate does not only refer to a personwho is unfamiliar with computers and International English language, but illiterate is someonewho is first <<cannot update his knowledge>> and second<<doesn’t dare to throw his invalidknowledge away.>>24

Scientific BaseVisionVision defines how an organization will be in future. Vision is a long-term horizon thatsometimes describes the world that the organization will act in it in future18. In other words, thevision is a phrase that organizations are using it to draw horizon achievement to their goals andpromises a determined future with relatively ideal and honorable achievements to theirstakeholders28. In a similar definition to what was said about vision, we read that vision is thedeclaration for the Orientation organization and it expresses identity, goal and how to achieveit22.In addition to the fact that the vision horizon should be long while vision should also give usa clear picture from the future. The vision considers a realistic, achievable and attractive futurefor the organization. And it is a clear expression of the fate that an organization should movetowards it22.

LiteracyToday the concept of literacy isn’t the ability to read, write and count anymore. According to theofficial statement of UNESCO, a desired and literate man in the United Nations Literacy Decade(2003-2012) has numerous features and capabilities that communication capabilities are at theheart of them. In this study, the seven dimensions of literacy will be analyzed among elementaryand junior high school students. These dimensions include religious literacy, moral literacy,scientific literacy, cultural-artistic literacy, social literacy, political literacy, economic literacy,environmental literacy.

Scientific literacyScientific literacy refers to the knowledge and understanding of the understanding of conceptsand processes required for decision-making in personal affairs, participation in various activities(National Academy of Sciences, 1995). In other words, the related capabilities with inquiry,research and finding answers for questions arising from curiosity about daily life is said scientificliteracy29. In general scientific literacy is a set of concepts, history and thoughts that helps us tounderstand scientific subjects of our time. Unlike most people assume, deep study in a particularfield of science, doesn’t lead to create a scientific literate person. In fact, sometimes we are faced


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with scientists that don’t aware of scientific subjects outside the scope of their professionalactivities and in fact they are in lack of scientific literacy.20

Cultural literacyCultural literacy refers to the rate and person familiarity degree with concepts and cultural issuesthat considers important and prominent in a society (NCREL, 2005).There are two different views to cultural literacy. The first view provides a static definition ofthis concept that leads to list all the fundamental or basic concepts or information that a personshould know. From this point of view, cultural literacy is a set of information or culturalawareness that efficient readers who belong to a culture should have it. Such awareness isobviously a prerequisite for entering into a logical dialogue with others. For example, if speech isabout politics, recognition of current issues and different points of view on those issues will bevery useful for interacting with others. This perception of cultural literacy was introduced by"Hirsch" in 1982 in America in a book entitled "Cultural Literacy: What Every American ShouldKnow".19

But such static consideration is not enough in today’s world of change whose citizens also needintercultural efficiency. Therefore, a dynamic definition of cultural literacy is also provided thatis based on either a set of fundamental and basic recognitions or is based on the requiredefficiency for deepening of this recognition and collecting and the use of new information. In amulticultural society, cultural literacy means tolerance, indulgence and more tolerance,understanding and free dialogue between different social, ethnic, and religious identities andrespecting to others’ opinions and accepting cultural differences19.In general cultural literacy isconsidered in the areas such as understanding and cultural concept, preservation anddevelopment of cultural heritage, national identity and like that.29

Social literacySocial literacy refers to the ability to understand social issues, quality of social life, coexistenceand protecting social systems (Pryor, 2000). A person who is socially literate, is someone that isready for an efficient life as a citizen adapted to rapid changes in the field of science andtechnology, variety of beliefs and values.12

Among social literacy components can refer to legalism, responsibility, patience and tolerance,social understanding, social participation, social justice, protection of social values, solidarityand empathy, communication skills and social development.29

Political literacyPolitical literacy refers to a set of knowledge, skills and necessary commitments that is essentialfor awareness and effective political action (Bern, 1993). In other words, the ability ofunderstanding and analyzing politically in national and international levels and ability of makingdecisions practical and predicting in this area is said political literacy.29 Also it can be claimedthat the worst kind of illiteracy is political illiteracy.26Components like political understanding,dignity and national sovereignty, unity and national interests, political participation and like thatare among political literacy.29

Economic literacyEconomic literacy is defined as the ability to identify economic issues, costs, benefits, experienceand analysis of economic incentives in economic positions, evaluation of change consequences


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in economic conditions and public policies, collecting and organizing economic evidences, andweighing costs against benefits (Foundation for economic Education, 2003).An economic literate is familiar with income principles and income distribution, unemployment,investment, inflation and economic risks. Moreover the person who is economically literateknows the value of entrepreneurship and the role of working. With regard to mentioned facts,economic literacy includes components like economic understanding, employment andentrepreneurship and like that.21

Spiritual literacy (moral and religious)The set of necessary abilities and capabilities in religious and moral areas is called spiritualliteracy. 24 In general, the spiritual literacy considers on areas such as faith and religious beliefs,moral excellence, honor and dignity of the soul and like that29.Environmental literacyEnvironmental literacy which is also sometimes referred to as ecological literacy refers to therecognition and close familiarity with natural landscapes and intimacy with natural life (Zokai,2009). Environmental literacy refers to the ability of understanding the problems of urban andnatural environments. In addition to this, environmental literacy includes deep knowledge ofnatural resources and wildlife (Pryor, 2000). Positive attitude to the environment is at the core ofenvironmental literacy. Thus, an environmental literate person efforts to interact efficiently withthe environment by the knowledge that she/he has towards the environment status in individualand social lives. Environmental literate is aware of the limitations of natural resources andconcentrates on wildlife sensitivity to the consequences of human action.Also as we read another definition of environmental literacy that is come in the Wikipediaencyclopedia: ((environmental literacy is the ability to understand natural systems that makes ourlives possible on earth planet and an environmentally literate society is a stable society thatdoesn’t destroy its natural environment because he/she knows that his life depends on thisenvironment.))

Radar ChartRadar chart or spider chart or web chart or star chart or irregular polygon or polar chart is agraphical method for displaying multivariate data in the form of a two-dimensional chart of threeor more qualitative variables represented on axisbeginning from the same point. 17In other words,the radar chart is a kind of line chart. With this difference that the chart is drawn to a centralpoint instead to be drawn to the axis. It means that the horizontal line in the line chart is shown acircle in the radar chart15.One of the performances of the radar chart is controlling the efficiencyof quality for showing performance criteriaof a running program.8

Radar chart has other names such as web chart, spider chart, star chart, irregular polygon, polarchart, or kiviat diagram11.

Research historyAghamohammadi (Aghamohammadi&Salehiomran, 2008) also had reviewed the knowledge

and attitude and effective skills and in general effective literacy level of elementary schoolteachers which the results showed that the role of teacher in processes of learning effectiveproper behaviors can be a means to change attitude and knowledge and skills that the nextgeneration will be faced with it1. In the research that Ferdowsi and Rezvani (Ferdowsi&Rezvani,2007) had been doing on the relationship between effective knowledge and environmental


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protective behaviors, it was determined that among important variables to predict humanbehavior is person’s knowledge and attitude about environment. The results showed thatstudents, who have completed courses in the field of the environment, have more effectivebehaviors than others3. Palmer (Palmer, 1998) and Rickinson (Rickinson, 2001) mentionenvironmental literacy level as the main factors of environmental education6,7. Roth (Roth, 1992)believes that environmental literacy level is made according to ecological patterns9 (Srbinovskiet al, 2010). North American association for environmental literacy has found that: one of theplans now to promote environmental literacy level of people can be considered their education.Education is one of the most effective ways that can increase public interest by that.Environmental education was the most fundamental way in environmental protection whichlearns the best way of providing contents and the way of activities and structure conducting inpromoting effective awareness so that each person in the society knows himself/herselfresponsible for protecting and supporting the environment by respecting to nature. Today thenecessity of environmental education for promoting the awareness and knowledge level and alsochanging people attitude isn’t hidden for anyone (North American association for environmentalliteracy, 2011) 5. Jafari (2008) has explained the strategic visioning in philosophy, religion andmanagement14. Burt Nans in his article, Strategic Leadership and Decision-making, definesvision as a realistic, authentic and attractive future for an organization23. According to HeleneMazur vision is a creating a vision is process of creating and developing a lively picture of thefuture, one that is motivating, and is able to stimulate individuals to achieve higher levels ofperformance and overcome challenges.27. Lavoxkeia Carnes in a his article, Becoming a LeaningOrganization, defines common vision as a bilateral goal of group who share common interests.25

MethodologyForm of researchThis study is an applied research in nature and purpose and is descriptive and survey research inresearch method.

Research questions1- How many percent was been the implementation of eight different types of literacy –

scientific, social, political, economic, environmental, cultural artistic, moral and religiousliteracy with defined components in the vision of development document of educationamong primary school students (male and female) and junior high school?

VariablesThe variable of current research includes: << Achieving rate of the strategic vision of theeducation system>> with its eight dimensions. These eight dimensions of eight literacies are asbelow: social literacy, political literacy, economic literacy, scientific literacy, cultural-artisticliteracy, moral literacy, religious literacy and environmental literacy.

Research hypothesesFirst hypothesis: Achieving rate of each of eight dimensions <<the strategic vision of a literateperson>> is different in the research target population.Second hypothesis: Achieving rate of each of eight dimensions <<the strategic vision of a literateperson>> is different in primary school and junior high school.


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Third hypothesis: Achieving rate of each of eight dimensions <<the strategic vision of a literateperson>> is different in schools for boys and girls.

Research conceptual modelIndependent variablesdependent variable

The research target populationResearch statistical population includes all teachers of primary school and junior high school ofregions 1 and 2 of Zanjan province.

Sample population and sampling117 persons among teachers including 64 ones from primary school teachers of Azadegan, ImamReza, Erfan, Tafvizi and Narges schools and 53 ones from junior high school teachers of Ansar,Rostamkhani, BaharIman and Athar schools was chosen as a sample from regions 1 and 2 ofZanjan province. Members of sample population were chosen through conscious and purposefulselecting method.

Collecting tools of research data (questionnaire)The researcher’s questionnaire was used to collect the required information which the primaryschool questionnaire contained 57 questions in six studied variables, including scientificliteracy, social literacy, political literacy, economic literacy, cultural literacy and environmentalliteracy; Similarly the guidance school questionnaire contained 92 questions in seven studiedvariables, including religious literacy, political literacy, economic literacy, social literacy,cultural literacy, environmental literacy and moral literacy; the related questions to each of thesequestionnaires were designed in the range of five options with response levels (very high, high,somewhat, low, too low). Teachers' views on scientific literacy, cultural literacy, economic

gender

highschool

primaryschool

Social literacy

Cultural literacy

Political literacy

Environmental literacy

Scientific literacy

Economic literacy

Spiritual literacy


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literacy, political literacy, social literacy, environmental literacy, moral literacy and religiousliteracy of students are examined in these questionnaires.

Questionnaire validityExternal validity of questionnaire was approved by the experts. Content validity was alsoachieved by designing enough questions and covering variables’ components. Validity was alsoestimated more than 80% by retest. The questionnaire was distributed by researchers andcolleagues and relatives who themselves were teachers in schools personally and it was collectedafter completed.

Analysis method of research dataData analysis was done by the use of descriptive statistics (frequency, percentage, mean andmode) and deductive statistics (T-test) and spss software. We had done the T-test by this waythat we compared the studied literacy levels in this research for two levels of boys and girls. Theresult of test H0: μ1 = μ2 is in front of H1: μ1≠ μ2 in which μ1is mentioned the literacy mean forgirls and μ2 is mentioned the literacy mean for boys. With considering α= 0/05, for judgingaboutH0: μ1 = μ2 if sig<α, the condition H0: μ1 = μ2 will be refused. Now for judging about μ1> μ2

or μ2> μ1, we look at the mean difference which is μ1 – μ2. If the amount is positive, is μ1> μ2 andif it is negative, is μ2> μ1.

The member features of target populationCurrent research statistical population is constituted of 117 teachers of which 73.5 percent arefemale and 26.5 percent are male and 78.6 percent of them have a bachelor's degree, 13.7 percenthave an associate's degree, 4.3% percent with a master's degree and 3.4 percent have diploma.Also 55.6% of students are girls and 44.4% of them are boys of which 54.7% of them arestudying in elementary schools and 45.3% of them are studying in junior high schools.Table1. The result of T-test about achieving of eight dimensions <<the strategic vision of aliterate person>> in elementary school

Table1. The result of T-test about achieving of eight dimensions <<the strategic vision of a literate person>> inelementary school

T df Sig. (2-tailed) Mean Difference

Cultural literacy 2.329E+14 55.446 0.000 0.52000

Social literacy 6.583E+14 36.105 0.000 0.150000

Environmental literacy -3.718E+14 48.096 0.000 -0.127000

Political literacy -1.257E+15 47.549 0.000 -0.200000

Economic literacy -1.365E+14 50.216 0.000 -0.029000

Scientific literacy -3.81E+15 28.000 0.000 0.137000-


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As can be concluded from table 1, in all literacy dimensions such as cultural literacy, socialliteracy, environmental literacy, political literacy, economic literacy and scientific literacy thathave examined on elementary school students, as it is sig<α, then condition H0 : μ1 = μ2 will berefused. And because mean difference amount of cultural literacy and social literacy is positive,then can be concluded that μ1> μ2 which means the mean of cultural literacy and social literacyof girls is more than the mean of cultural literacy and social literacy of boys in elementaryschool, and because mean difference amount of environmental literacy and political literacy andeconomic literacy and scientific literacy is negative, then can be concluded that μ2> μ1 whichmeans the mean environmental literacy and political literacy and economic literacy and scientificliteracy of boys is more than the mean of environmental literacy and political literacy andeconomic literacy and scientific literacy of girls in elementary school.Then it can be concluded that achieving rate of each of eight dimensions <<the strategic visionof a literate person>> which means cultural literacy, social literacy, environmental literacy,political literacy, economic literacy and scientific literacy of elementary school students are notthe same and it has meaningful difference.

Table2. The result of T-test about achievement rate of dimensions <<the strategic vision of a literate person>> injunior high school

T Df Sig. (2-tailed) Mean DifferenceCultural literacy -3.452E+15 28.873 0.000 -0.607000

Social literacy -2.435E+15 31.719 0.000 -0.649000

Environmental literacy -2.837E+15 16.000 0.000 -0.608000

Political literacy -3.934E+15 16.000 0.000 -0.587000

Economic literacy -3.374E+15 29.426 0.000 -0.597000

Religious literacy -4.367E+15 50.110 0.000 -0.701000

Moral literacy -5.217E+15 46.955 0.000 -0.832000

As can be concluded from table 2, in all literacy dimensions such as cultural literacy, socialliteracy, environmental literacy, political literacy, economic literacy religious literacy and moralliteracy that have examined on junior high school students, as it is sig<α , then condition H0 : μ1

= μ2 will be refused. And because mean difference amount of all these dimensions is negative,then can be concluded that μ2> μ1 which means the mean of environmental literacy, politicalliteracy, economic literacy, cultural literacy, social literacy, religious literacy and moral literacyof boys is more than the mean of environmental literacy, political literacy, economic literacy,


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cultural literacy, social literacy, religious literacy and moral literacy of girls in junior highschool.Then it can be concluded that achieving rate of each of eight dimensions <<the strategic visionof a literate person>> which means cultural literacy, social literacy, environmental literacy,political literacy, economic literacy, moral literacy and religious literacy of junior high schoolstudents are not the same and it has meaningful difference.Also we had used radar chart in order to show the achieving rate of the vision of developmentdocument of education among students (male and female) in elementary schools and junior highschools. According to this chart, we have:

Now we had drawn separated charts for examining the achieving rate of the vision ofdevelopment document of education among boys and girls of this level:

6870727476سوادسیاسی

سواداجتماعی

سواداقتصادی

سوادزیستی

سوادعلمی

سوادفرھنگی

.Chart1میزان تحقق چشم انداز سند توسعھ در بین دانش آموزان مقاطع ابتدایی.1نمودار The achievement rate of the vision of development document among elementary school students

Political literacy

Economic literacy

Cultural literacy Social literacy

Environmental literacy

Scientific literacy



سوادزیستی

سوادعلمی



میزان تحقق چشم انداز سند توسعھ در بین دختران در .3نمودارمقطع ابتدایی

Chart3. The acheivement rate of the vision of development documentamong girls in elementary school

Political literacy

Social literacy Economic literacy

Environmentalliteracy

Cultural literacy

Scientific literacy



سوادزیستی

سوادعلمی



میزان تحقق چشم انداز سند توسعھ در بین .2نمودارپسران در مقطع ابتدایی

Chart2. The achievement rate of the vision of developmentdocument among boys in elementary school

Political literacy

Economic literacySocial literacy

Cultural literacy Environmentalliteracy

Scientific literacy


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Also in this section it was drawn separated charts for examining the achieving rate of the visionof development document of education among boys and girls of junior high school.

Results & findings

Table3. The result of achieving of eight dimensions <<the strategic vision of a literate person>> in elementaryschool

EnvironmentalScientificCulturalEconomicSocialPoliticalDimensions vision

%73.28%73.82%75.02%71.64%73.18%71.84achievement rate ofthe vision

56

58

60

62




سوادفرھنگیسوادزیستی

سواداخالقی

سواداعتقادی

Chart4. The achievement rate of the vision of development document amongمیزان تحقق چشم انداز سند توسعھ در بین دانش آموزان مقاطع اول متوسطھ.4نمودار junior high school students

Political literacy

Social literacy

Economic literacyMoral literacy

Religious literacy

Environmental literacyCultural literacy







میزان تحقق چشم انداز سند توسعھ در بین پسران در .6نمودارمقطع اول متوسطھ

chart6. The acheivement rate of the vision of development documentamong boys in junior high school

Political literacy

Moral literacy

Social literacy

Economic literacy


Religious literacy

50

55







میزان تحقق چشم انداز سند توسعھ در بین دختران .5نموداردر مقطع اول متوسطھ

Chart5. The achivement rate of the vision of development documentamong girls in junior high school

Political literacy

Religious literacy

Moral literacy Economic literacy


Social literacy


94

Table4. The result of achievement rate of dimensions <<the strategic vision of a literate person>> in junior highschool

The achieving rate of the scientific literacy in the vision of development document of educationamong (male and female) students of elementary school is equal to 73.82 percent according todata analysis of current research. According to data analysis of current research, the achievingrate of the social literacy in the vision of development document of education among (male andfemale) students of elementary school is equal to 73.18 percent and the achieving rate of thisliteracy among junior high school students is equal to 63.36 percent. According to data analysisof current research, the achieving rate of the political literacy in the vision of developmentdocument of education among (male and female) students of elementary school is equal to 71.84percent and the achieving rate of this literacy among junior high school students is equal to 59.06percent. The achieving rate of the economic literacy in the vision of development document ofeducation among (male and female) students of elementary school is equal to 71.64 percent andthe achieving rate of this literacy among junior high school students is equal to 58.92 percent.The achieving rate of the environmental literacy in the vision of development document ofeducation among (male and female) students of elementary school is equal to 73.28 percent andthe achieving rate of this literacy among junior high school students is equal to 63.66 percent.The achieving rate of the cultural-artistic literacy in the vision of development document ofeducation among (male and female) students of elementary school is equal to 75.02 percent andthe achieving rate of this literacy among junior high school students is equal to 61.4 percent , theachieving rate of the moral literacy in the vision of development document of education among(male and female) students of junior high school is equal to 62.32 percent, the achieving rate ofthe religious literacy in the vision of development document of education among (male andfemale) students of junior high school is equal to 63.32 percent.

ConclusionAccording to the results of data analysis, the realizing rate of strategic vision – literate Man-dimensions are:The achieving rate of the scientific literacy in elementary school among boys is more than girls.,the achieving rate of the social literacy in elementary school among girls is more than boys. Alsothe achieving rate of this literacy in junior high school among boys is more than girls., theachieving rate of the political literacy in elementary school among boys is more than girls. Alsothe achieving rate of this literacy in junior high school among boys is more than girls., theachieving rate of the economic literacy in elementary school among boys is more than girls. Alsothe achieving rate of this literacy in junior high school among boys is more than girls., theachieving rate of the environmental literacy in elementary school among boys is more than girls.Also the achieving rate of this literacy in junior high school among boys is more than girls., the

MoralEnvironmentalReligiousCulturalEconomicSocialPoliticalDimensionsvision

%62.32%63.66%63.32%61.4%58.92%63.36%59.06achievementrate of thevision


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achieving rate of the cultural-artistic literacy in elementary school among girls is more than boys.Also the achieving rate of this literacy in junior high school among boys is more than girls., theachieving rate of the moral literacy in junior high school among boys is more than girls., theachieving rate of the religious literacy in junior high school among boys is more than girls.

SuggestionsIt can be observed from the results of the research that the achievement rate of political literacyand economic literacy in elementary school and junior high school is less than other dimensionsof literacy. We need to improve the political and economic literacy levels of elementary schooland junior high school students due to the importance and special place of these two dimensionsin today’s societies and different ways can be used for achieving to this goal such as makingspecial programs on medias for increasing the political and economic literacy levels of studentsand or the inclusion of topics in textbooks which helps to increase the economic and politicalliteracy levels of students. As it is observed, the literacy level in all dimensions amongelementary school students and junior high school students is less than 75 percent. Officialsshould increase the literacy level among the students during future years by means of acomprehensive planning.

ResourcesAghamohammadi, A., &SalehiOmran, E.(2008). Knowledge, attitude and skills of primaryschool teachers ecological province. Journal of Education,24(3(95)), 91-117.(in Persian).Begler, Elsie, Spinning wheels and straw: Balancing content, process and context in globalteacher education programs, theory into practice, 1993Ferdowsi, S., & Rezvani, N. (2007). The relationship between environmental knowledgeand environmental behavior. Journal of Human Sciences (Supplement Sociology), 53,253-266. (in Persian).Nancy R. Tague (2005) The quality toolbox. page 437.North American Association for Environmental Education. (2011). Excellence inEnvironmental Education, Guidelines for Learning K-12, Executive Summary and Self-Assessment Tool. Washington, D.C.Palmer, J. A (1998). Environmental Education in the 21st Century: Theory, Practice,Progress and promise. London: Routledge. PX.Rickinson, M.(2001). Learners and learning in environmental Education: A critical reviewof the evidence. Environmental Education Research, 7(3), 207-320.Ron Basu (2004). Implementing Quality: A Practical Guide to Tools and Techniques.p.131Roth, C. (1992). Environmental Literacy: Its roots, evolution, and directions in the 1990s.Columbus, OH: ERIC/SMEAC. ERIC Document Reproduction Service No.ED 348-235.Sarvestani, A. (2007). Views of nature and environmental ethics with emphasis on theIslamic perspective. Ethical Issues in Science and Technology, 2, 59-72. (in Persian).Star Plots - Statistical Graphics for Multivariate Data.Why Should You Be Scientifically Literate? By Robert M. Hazen ,2002, available at:http://www. An ActionBioscience.org .Zokai, M. S. (2009). What is environmental literacy? Knowledge and communicatin.Published by Education and Research Center of Citizenship Institute.(in Persian).


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jafari Mostafa, To explain the affect mental models on shared visioning on Zinc Industry ofIran, 2008,Ph.D thesis, part 2.http://amar0nemodar.blogfa.com/cat-18.aspxhttp://www.anjomaneketab.com/yourweb/maghaleh-show.asp?select1=540https://en.wikipedia.org/wiki/Radar_charthttp://fa.wikipedia.org/wiki/strategic planning (Persian )http://www.hamshahritraining.ir/news-2780.aspxhttp://www.jazirehdanesh.com/printme.php?item=1.440.48.fahttp://khublink.ir/cgikes/ the literate man,httml(Persian)http://mehdi-jalali.blogfa.com/post-55.aspxhttp://onlinebooks.library.upenn.edu/webbin/book/lookupid?key=olbp20114 , Edited byJohn Mark Ockerbloom ([email protected]).http://www.poolnews.ir/fa/pages/?cid=108442http://serachwarp.com/swa58209.htmlhttp://www.shabanali.com/ms/?p=652www.strategicthinkingandplaning.comhttp://www.tse.ir/cms/Default.aspx?tabid=286http://vista.ir/article/359938/the final part.

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