THE PROMOTION OF HEALTH LITERACY THROUGH PROBLEMS-BASED LEARNING IN TOPIC OF FOOD AND NUTRIENTS FOR SIXTH GRADE STUDENTS การส่งเสริมความรอบรู้ด้านสุขภาพด้วยการจัดการเรียนรู้โดยใช้ปัญหาเป็นฐาน เรื่อง อาหารและสารอาหาร สำหรับนักเรียนชั้นประถมศึกษาปีที่ 6

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Arunrat Satsagul
Sureeporn Sawangmek


The purpose of this action research was to study the guidelines for learning management using problem-based learning management in the subject of food and nutrients to promote health literacy of the sixth-grade students. Data was collected from 8 students in a small elementary school in Ang Thong Province. The research tools consisted of the 3 problem-based learning management plans on food and nutrients, reflections of learning management, activity sheets, and health literacy surveys. The researcher used the data from the reflections of learning management to analyze the qualitative data using content analysis method to reflect the guidelines of learning management and use the information obtained from the activity sheets and the health literacy survey to analyze quantitative data with mean and percentage to find the level of health literacy. The results showed that there were 6 steps for the guidelines of problem-based learning management. Step 1 define story; teacher determine the actual situation and being close to the students with using students’ eating recording. Step 2 group discussion and identify topic, teacher asks questions related to the situation in order to instruct students to share, analyze, discuss problems, and formulate topics to search for knowledge about food and nutrients. Step 3 literature research, student member of each group collaborate to search for information to be used as a guideline in solving the problems of food consumption from various sources, with regard to the reliability of the data. Step 4 information sharing, instructor and students share the information obtained from the search and together summarize the knowledge in order to complete understanding. Step 5 assessment of outcomes, students participant with whole class to choose the best solution for specify the diet and eating plan. Step 6 presentation and evaluation, students presented information with posters to disseminate information about correct dietary guidelines. Moreover, the result showed that the students who learned by using the problem-based learning management are average score is 16.89 and very good level at health literacy.


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Satsagul, A. ., & Sawangmek, S. . (2020). THE PROMOTION OF HEALTH LITERACY THROUGH PROBLEMS-BASED LEARNING IN TOPIC OF FOOD AND NUTRIENTS FOR SIXTH GRADE STUDENTS: การส่งเสริมความรอบรู้ด้านสุขภาพด้วยการจัดการเรียนรู้โดยใช้ปัญหาเป็นฐาน เรื่อง อาหารและสารอาหาร สำหรับนักเรียนชั้นประถมศึกษาปีที่ 6 . JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 23(4), 393–405. Retrieved from
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