Phenomenon-Based Learning for Developing Scientific Literacy on Human and Climate Change of 7th Grade Students

Abstract

          The purposes of this research were 1) to study the learning management of phenomenon-based learning (PhBL) for enhancing scientific literacy of humans and climate change and 2) to study the development of scientific literacy after implementing phenomenon-based learning. This research was Classroom Action Research. The participants were 25 students in grade 7 from an opportunity expansion schools in Tak province in the second semester of academic year 2021. The research instruments consisted of three PhBL lesson plans, a reflective learning management form, a worksheet, and a scientific literacy test. The data were analyzed by using both qualitative and quantitative data analysis, which included mean, percentage and content analysis. For the results of the study,  1) the effective implementation of phenomenon-based learning could enhance scientific literacy in humans and climate change was described as follows: Teachers choose to present phenomena that have contexts or situations close to the students. not too complicated Use questions to encourage learners to make connections. Give students the opportunity to critique and explain that phenomenon with scientific data. From reliable sources to enable students to think critically and reason from scientific truth. who have an understanding of natural phenomena and can be applied in practice 2) to study the development of scientific literacy after implementing phenomenon-based learning. The students demonstrated the highest level of competence in the evaluating and designing scientific enquiry was at 40.00 percent, followed by competence in explaining phenomena scientifically was at 36.80 percent, and the interpreting data and evidence scientifically was at 24.40 percent, respectively.