Learning Management Guidelines based on Evidence-Based Learning to Promote Climate Change Literacy on Humans and Climate Change for Mathayom Suksa 1 Students

Abstract

The objectives of this research article were 1) to study approaches to learning management; and 2) to study the effects of promoting climate change literacy through evidence-based learning on Humans and Climate Change of Mathayom Suksa 1 students. This was an action research study conducted in the classroom. The target group was 18 Mathayom Suksa 1 students from Ban Khao Ma klear School, selected using purposive sampling. The research instruments included lesson plans, reflective teaching form, learning activity sheets, and a climate change literacy assessment form. Qualitative data were analyzed using triangulation, mean, and percentage. The research findings revealed that 1) in the learning management approach based on the evidence-based learning concept that promoted climate change literacy, teachers should define the following steps: Step 1 was to define the problem situation by selecting a clear, real-world situation and stimulating students' analytical thinking with specific questions. Step 2 was to analyze the problem by clearly identifying the problem issues. Students selected evidence from sources relevant to the problem situation. Step 3 was to search for evidence. Students considered and selected evidence from sources directly related to the situation. Step 4 was to evaluate the value of the evidence. Students discussed and established criteria for selecting sources of evidence. Step 5 was to check the credibility of the answer. Students considered the appropriateness of the information in solving the problem. And Step 6 was to synthesize their own knowledge. Students compared and exchanged opinions about their group's approach to solving the problem with their peers; 2) students' climate change literacy increased during the learning management process in every cycle of the activity, and the assessment results of climate change literacy after learning were higher than before learning, showing a level of empathy with the climate situation.