A Study on Outcom of Problem Based Learning Conjunction with Geography Digital Literac for Kindergarten Student to Cope with Natural Disaster
Keywords:
Problem-Based Learning in conjunction with Geography, Preschool ChildrenAbstract
The purpose of this study was to examine the outcome of Problem-Based Learning in conjunction with Geography Digital Literacy for Kindergarten Students to cope with Natural Disaster. The population consisted of 3 kindergarten 2 students age 5 – 6 years in Prayamonthathurajsripijit school, Bangkok in the second term of the school year 2020. The instrument used to collect data is the lesson plans of Problem-Based Learning in conjunction with Geography Digital Literacy. The percentage (%), mean (X), and standard deviation of items (S.D.) were used to analyze the data of Geography Digital Literacy.
The result indicates that the understanding of Kindergarten Students on Geography Digital Literacy was found at high level. It was found that after the experiment, early childhood children understood natural and human systems through interaction. Early childhood understands and explains the relationship between humans, plants and the environment around them. Describe the nature of the disaster along with the causes and effects to occur. decide Choose a way to behave before disaster strikes. during disaster And after the disaster was better than before the experiment.
References
Chaiset. (2014). Natural disaster preparedness awareness. Executive Journal. 92-115. [in Thai]
Chasipa. (2012) The Development of Geographic Instructional Model by Active Learning Approach to Enhance Geo-Literacy. file:///C:/Users/%E0%B8%9E%E0 %B8%B5%E0 %B8% 8B%E0%B8%B5/ Downloads/250418%E0%B9%84%E0%B8%9F%E0%B8%A5%E0%B9%8C%E0%B8%9A%E0%B8%97%E0%B8%84%E0%B8%A7%E0%B8%B2%E0%B8%A1-910123-1-10-20211005%20(1).pdf
Pisan. (2015). Problem–based Learning: PBL https://ph.kku.ac.th/thai/images/file/km/pbl-he-58-1.pdf
Bayrak, T. (2009). Identifying requirements for a disaster monitoring system. Disaster Prevention and Management, 18(2), 86-99.
ESRI School and Libraries Program. (2003). Geographic inquirl: Thinking geographically. https://www.esri.com/Industries/k-12/education/media/files/Pdfs/industries/k-12/ pdfs/geoginquiry
Kusumasari, B., Alam, Q., & Siddiqui, K. (2010). Resource capability for local government in managing disaster. Disaster Prevention and Management, Nursing Journal of the Ministry of Public Health. 16(5), 785-806. file:///C:/Users/Administrator/Downloads/97687-Article%20Text-243940-1-10-20170830.pdf
Hendricks. (2013) National head start association annual conference. https://www.nhsa.org/files/resources/hendricks2.pdf
National Association for the Education of Young Children. (2015). A sense of place: human geography in the early childhood classroom. https://www.naeyc.org/resources/pubs/yc/jul2015/sense-of-place-human-geography
Pennsylvania Department of Education. (2014). Pennsylvania learning standards For Early Childhood Pre – Kindergarten. https://secureservercdn.net/ 198.71.233.197/69d.231.myftpupload.com/wp-content/uploads/2017/11/2014-Pennsylvania-Learning-Standards-for-Early-Childhood-PreKindergarten.pdf
WCEE. (2008). Using proactive means reducing vulnerability to natural disasters. https://www.iitk.ac.in/nicee/wcee/article/14_10-0042.PDF
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal of Kasetsart Educational Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความทุกบทความเป็นลิขสิทธิ์ของวารสารคณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ วิทยาเขตบางเขน
วารสารศึกษาศาสตร์ปริทัศน์ (Kasetsart Educational Review)
