DEVELOPING PROBLEM- BASED LEARNING APPROACH WITH ROLE PLAYING FOR ENCOURAGE ENVIRONMENTAL LITERACY IN PHOTOSYSTHESIS MATTHAYOMSUKSA 5 STUDENTS การพัฒนาการจัดการเรียนรู้ตามแนวคิดปัญหาเป็นฐานร่วมกับบทบาทสมมติ เพื่อส่งเสริมการรู้สิ่งแวดล้อมของนักเรียนชั้นมัธยมศึกษาปีที่ 5 เรื่อง การสังเคราะห์ด้วยแสง
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Abstract
This action research aimed to develop the problem-based learning approach with role playing model for encourage environmental literacy in photosynthesis contents. The participants were 45 students in Phitsanulok Province. The research tools consisted of 3 lesson plans, reflective journals, environmental activity sheets and environmental literacy tests. The process of action research had been proceed 3 cycles, and this research used content analysis with method triangulation and resource triangulation for reliability of data. The results showed that there were 6 steps the problem-based learning approach with role playing model. Step 1: define story, instructor determine the actual situation and being close to the students with using illustrations to explain the situation. step 2: group discussion and identify topic, instructor asks questions related to the situation in order to instruct students to share, analyze and discuss problems. Step 3: literature research, each student group search the ways to solve environmental problems from a variety of sources. step 4: information sharing, instructor and students share the information obtained from the search and together summarize the knowledge in order to avoid misunderstandings with media to help summarize the content. Step 5: assessment of outcomes, students choose the best solution for solving environmental problem together. Step 6: presentation and evaluation, students present ways to solving environmental problems by acting in a role play and plan the best way to solving environmental problems together with other groups. In addition, the results showed that after learning management with the problem-based learning approach with role playing, the environmental literacy of students were developed. Most students can assess in identify environmental issues, investigate environmental issues, evaluate and make personal judgments about environmental issues, and use evidence and knowledge to select and defend one’s own position to resolve issues competency that they lack before learning management.
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