Development of Pre-service Science Teachers’ Environmental Literacy through Active Learning Modules on Environment
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Abstract
This study aims to develop Enrironmental literacy (EL) for pre-service science teachers by using environmental active learning modules designed to actively engage the learners in the learning activities in four dimensions: physical, intellectual, emotional, and social engagements. The study was undertaken under a Research & Design model. The participants were six pre-service science teachers who enrolled in the environmental education course at a public university in Bangkok. The active learning modules include the STEM BCG learning approach, game-based learning with board games, socio-scientific issue-based learning, and place-based learning. Data were collected from an environmental literacy test. Analyze the data by calculating the average EL score for all students and determining the standard deviation. Compare the average scores before and after class, then categorize students' scores into EL levels. Findings show that all participants had a high and moderate level of EL after learning from the modules, and the mean score on the EL after experiencing the four modules was higher than the mean score before the learning. Though the pre-service teachers’ EL level tends to improve, the areas that have limited improvement are environmental behavior and basic knowledge about the environment.
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