The Effects of Problem-based Learning To Developing Environmental Literacy for Young Children
Keywords:
Problem - based learning, Environmental Literacy, Young childrenAbstract
The purpose of this study was to compare environment literacy of young children who engaged problem-based learning. The target group used in this study consisted of 6 boys and girls preschool children ranging in the age between 5 – 6 years old who were studying in kindergarten level 3 in the second semester year of 2020 at Chumchonbanbangsaray School, Chonburi Province were selected by purposive sampling. The instruments of this study included 1) 18 activity plans of problem - based learning experience provision on “water” topic for young children. 2) Environment literacy assessment form of young children in 2 aspects; meaning and functional environmental literacy. 3) Operational environmental literacy Observation form of young children. Quantitative data were analyzed by using mean and standard deviation meanwhile qualitative data were analyzed by content analysis and descriptive analysis.
The results finding were young children who participated in problem-based learning experience had higher scores than before by pretest scores was 20.67, standard deviation 2.80 and posttest scores was 33.83, standard deviation 1.60. Furthermore, young children could tell vocabulary and meanings of environmental terms related to water topic. They could explain the relationship between humans and water. They could use valuable water in their daily routines and contribute to environmental problems solving on water.
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