Guidelines for Socio-scientific Issue Learning Management to Enhance Climate Change Literacy about Humans and Sustainability of Natural Resources and Environment of 12th Grade Students
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Abstract
The purposes of this action research were 1) to study guidelines in learning management with socio-scientific issues enhancing climate change literacy about humans and sustainability of natural resources and environment of 12th grade students, and 2) to study the 12th grade students' climate change literacy engaged with socio-scientific issues learning menagement. The participants were 30 students in 12th grade of a secondary school, chosen by purposive random technique, in Hunkha District, Chainat Province. The research tools consisted of three lesson plans about humans and sustainability of natural resources and environment, teaching reflection with teacher and peer observation form, learning sheets and students' climate change literacy assessment form. The information analyses were undertaken by triangulation analysis through mean and percentage.
The study revealed that learning management with socio-scientific issues enhancing climate change literacy about humans and sustainability of natural resources and environment consisted of five stages. First, problem analysis was driven by selecting issues and prioritising analytic questions about natural resource problems affecting climate changes. Second, data collection was organized by column 'Padlet' application working as an analytic questions about natural resource problems affecting climate change prioritiser and a data receiver. Third, understanding scio-scientific issues and relations of social problems concerned students' information-related discussions to raise awareness on climate changes. Fourth, role-playing was managed by public conference to present students' solutions as being stakeholders concerning with climate changes. Finally, thinking reflection dealt with students' opinion exchange in order to seek for solutions to SSI issues regarding climate changes in classroom context and report of climate changes. Additionally, climate change literacy while teaching was correlated with the results of post-teaching assessments. The average score of students on the worksheet for in-class activities increased from 54.81% at the level of having interest in climate change to 81.44% at the level of behavioral performance. This was correlated with the mean of the final assessment at 80.10 % at the level of behavioral performance.
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