Publication: Development of an integrated learning unit for enhancing awareness and conceptual understanding of global warming in secondary students
Issued Date
2011
Resource Type
Language
eng
ISSN
1447-9494
Rights
Mahidol University
Rights Holder(s)
Common Ground
Chanintorn Wannawichitra
Pintip Ruenwongsa
Watcharee Ketpichainarong
Piyachat Jittam
Chanintorn Wannawichitra
Pintip Ruenwongsa
Watcharee Ketpichainarong
Piyachat Jittam
Bibliographic Citation
International Journal of Learning. Vol.17, No.11 (2011), 399-416.
Suggested Citation
Chanintorn Wannawichitra, Pintip Ruenwongsa, พิณทิพ รื่นวงษา, Watcharee Ketpichainarong, วัชรี เกษพิชัยณรงค์, Piyachat Jittam, ปิยะฉัตร จิตต์ธรรม Development of an integrated learning unit for enhancing awareness and conceptual understanding of global warming in secondary students. International Journal of Learning. Vol.17, No.11 (2011), 399-416.. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/8714
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
Development of an integrated learning unit for enhancing awareness and conceptual understanding of global warming in secondary students
Other Contributor(s)
Abstract
Global warming is an important issue that everyone
should be aware of because of its impact on daily
life.
A
true
understanding
of
global
warming
should
focus
both
its
effects
and
the
causes.
A
preliminary survey revealed that most students
lacked
knowledge
about
global
warming
on
four
basic
topics:
definition,
causes,
effects,
and awareness.
We thus developed an integrated learning unit
on
global
warming
for
secondary
students
to
build
up
their
conceptual
understanding
and
awareness.
The learning activity was composed of three components
for
students,
i.e.,
being
drawn
into
the
content
knowledge
through interactive multimedia,
participating
in
the
drama
activity
,
and
applying
the
knowledge
learned
in
creating science projects of their own design.
The
learning
unit
was
implemented
separately
to
two
classes
of
secondary
students,
i.e.,
grade
9
and
grade
11.
During the intervention the students worked
collaboratively in groups of six to eight, using
worksheets
for
brainstorming
on
the
phenomenon
and
mechanism
of
global
warming.
The
students’
projects also indicated their ability to use the
knowledge
learned
in
devising
various
means
to
minimize
global
warming.
The
results from pretest/posttest,
students’
projects,
students’
reflection and interviews revealed that they
acquired more knowledge,
awareness and concern on global warming.
This
research study provided a useful guide for further
adaptation of the integrated learning unit for
an
effective learning outcome.