The Effects of Phenomenon Based Learning on Preschool Children’s Environmental Knowledge
Keywords:
Environmental knowledge, Phenomenon based learning, Preschool ChildrenAbstract
The purpose of this study was to study the effects of phenomenon - based learning experience provision on environmental knowledge of young children in 3 aspects included 1) physical and ecology 2) resources 3) environmental issues. The samples selected by using purposive sampling consisted of 6 preschool children, class 1/9 in the second semester, academic year 2020 at Prayamonthathurajsripijit school, Bangkok. The instruments were consisted of 1) 24 phenomenon - based learning lesson plans, including 4 phenomenon of drought, garbage overflowing, flood and PM 2.5 dust 2) environmental knowledge assessment form 3) documenting form after the phenomenon-based learning activity provision. And also interviewing the parent for environmental knowledge of preschool children. Data was analyzed by means, standard deviation and content analysis.
The results finding were preschool children who participated in phenomenon-based learning provision had higher posttest scores of environmental knowledge than pretest scores both overall and each aspects. In addition, after they participated could gain knowledge and understanding of living things and non-living things. They could tell needs of living thing, they had knowledge and understanding about human actions to affecting the environment and also, they knew the importance and valuable by using resources. They could tell the effect of the environment and they could effectively communicated better solutions to environmental problems than before.
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