The Development of 21st Century Learning Skills and Awareness of Global Warming Through Model-based Inquiry Learning for Student Teachers at Chiang Mai College of Dramatic Arts

Abstract

The purposes of this research were to compare (1) 21st century learning skills, (2) conceptual understanding of greenhouse gases and global warming, and (3) global warming awareness for student teachers at Chiang Mai College of Dramatic Arts. This preliminary experimental research involved a purposive sample of 24 third-year undergraduate students majoring in Music Education and Thai Dance Education during the first semester of the 2024 academic year. The research tools included two 3-hour model-based inquiry learning activities. Data were collected using a 21st century learning skills test, a conceptual understanding test, a global warming awareness questionnaire, and a student interview form on their opinions toward the learning activities. Data were analyzed using percentage, mean, standard deviation, normalized gain, Wilcoxon Signed Ranks Test, and content analysis.

The results revealed that (1) the students improved their 21st century learning skills from lower than a minimum criterion (https://latex.codecogs.com/svg.image?\bar{x} = 21.88, S.D. = 6.81, 44.65%) to a good level (https://latex.codecogs.com/svg.image?\bar{x} = 35.25, S.D. = 5.01, 71.94%) with a moderate normalized gain (<g> = 0.49). (2) Their conceptual understanding also improved from an average of 5.63 (S.D. = 1.13, 56.30%) to a good level 7.50 (S.D. = 1.25, 75.00%) with a moderate normalized gain (<g> = 0.43). (3) Their global warming awareness improved from an average level (https://latex.codecogs.com/svg.image?\bar{x} = 30.83, S.D. = 5.75, 68.51%) to an excellent level (https://latex.codecogs.com/svg.image?\bar{x} = 37.71, S.D. = 4.71, 83.80%) with a moderate normalized gain (<g> = 0.49). The Wilcoxon Signed Ranks Test indicated statistically significant differences at the 0.05 level between pre- and post-test scores in all three areas. Additionally, students reported enjoyment and engagement with the model-based inquiry learning activities. These findings suggest that model-based inquiry learning can effectively enhance 21st century learning skills, conceptual understanding, and global warming awareness among student teachers.