Implementing Problem Based Learning to improve system thinking of grade 11 students in climate change

Abstract

The aims of this action research were: 1) to study instructional problem-based learning in climate change, and 2) to study developing grade 11^th students’ system thinking on climate change implementing problem-based learning. The participants were 32 students of grade 11^th who were selected by using purposive sampling and studied in the Science Math Technology and Environment program (SMTE) at the southeast of Thailand province. This study was conducted in the second semester of the academic year 2020. The instrument used were lesson plans, the reflections of instructional learning, student sheets, and a system thinking test. The data were analyzed by content analysis. The statistics used in data analysis were mean and standard deviation.

The results were as follows:

1. 1. The study of instructional problem-based learning in climate change should present a variety of issues that students could connect and encounter in daily life. Despite organized learning stages to help students to learn through exploring and discovering by themselves, a teacher should be guidance and facilitator one step at a time. The problem-based learning’s stages consisted of elements to aid system thinking and interdisciplinary corresponding to climate change contents as well. Students were allowed to look at the big picture of issues. The issues were identified and detailed as well as the elements of the issues were considered and classified into causes and outcomes and their relationships, then lead to solving problems at the point. It also helps students to communicate with others to understand, and
2. The grade 11^th students' system thinking was improved very well on climate change through implementing problem-based learning.