PLACE-BASED EDUCATION FOR PROMOTING ENVIRONMENTAL LITERACY IN HUMAN AND NATURAL RESOURCES AND ENVIRONMENTAL SUSTAINABILITY FOR GRADE 12 STUDENTS การจัดกิจกรรมการเรียนรู้ตามแนวคิดการศึกษาอิงสถานที่เพื่อส่งเสริมการรู้สิ่งแวดล้อม เรื่อง มนุษย์กับความยั่งยืนของทรัพยากรธรรมชาติและสิ่งแวดล้อม ของนักเรียนชั้นมัธยมศึกษาปีที่ 6
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Abstract
The purposes of this action research were to study the best practice of using place-based education to promote environmental literacy in human and natural resources and environmental sustainability for grade 12 students and to study the effect of learning management for promoting environmental literacy.The participants were 7 of grade 12 students from one extended educational opportunity schools in Phitsanulok province. The research instruments consisted of place-based education lesson plans by using the place with environmental problem issues from Hmong hill tribe at Namchuang village which apply model from Sirisakdi (2011), the reflection of learning management, learning activity sheets, and environmental literacy test. Data were analyzed by using content analysis and checked for credibility by using resource and method triangulation. The results revealed that the best practice which synthesized from three cycles of reflective practice composed of encouraging students to become more aware of local environmental issues by case studies from other local environmental problem issues that similar to the place, Namchuang Village, selecting areas of real environmental problem issues in Namchuang Village for students to explore, using of thought-provoking questions about local environmental problem issues from the collected data, information searching for environment solutions and natural conservation that appropriate with the place, fabricating of the work pieces to solve environmental problems and disseminating of the knowledge about environmental problem solving for collaborating assessment with the people in the community, and summarizing and discussing the results of the activities. In addition, the result found that students who learn by using place-based education had a high level from upper-middle level of environmental literacy.
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