Development of knowledge, awareness, critical thinking and argumentation of the 9th grade’s students taught socioenvironmental issues using mixed methods based on adapted problem-based learning
The effects of two methods of teaching five socio-environmental issues on
knowledge, awareness, critical thinking, and argumentation of 98 students of the 9th grade’s
students was investigated. The experimental group consisted of 49 students who learned using
the mixed methods based on the adapted problem-based learning approach. A control group of
another 49 students learned using the traditional teaching method. The research instruments
included 10 lesson plans that tackle the five socio-environmental issues, five plans for each
group with each plan given for 2 h of learning a week; a knowledge questionnaire; an
awareness questionnaire; a critical thinking test, and an argumentation test. The major findings
revealed that male and female students in the experimental group and control groups showed
development in argumentation from the first to the sixth test and showed gains in knowledge,
awareness, and critical thinking. Male students had more knowledge and awareness than female
students, but there were not differencest in critical thinking and argumentation in both sexes.
The experimental group showed more knowledge, awareness, critical thinking, and
argumentation than the control group, w.hereas, the relationship between sex and learning
model was found to be not significant.
Keywords
socio-environmental issues, mixed methods based on adapted problem-based learning, knowledge, awareness, critical thinking
INTERNATIONAL JOURNAL OF AGRICULTURAL TECHNOLOGY
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