Fostering Environmental Literacy Among High-School Students with Green Chemistry Using Case-based Learning
DOI:
https://doi.org/10.56825/jehds.2026.1016505Keywords:
Green Chemistry, Environmental Literacy, Case Base LearningAbstract
This research aims to study the effects of an instructional approach integrating green chemistry concepts through case studies and to compare students' environmental literacy before and after its implementation. The study employed a preliminary one-group pre-test-post-test design. The sample consisted of 37 Grade 11 students in the science and mathematics program during the second semester of the 2024 academic year at a large school under the Secondary Education Service Area Office, Bangkok 1. The research instruments included five lesson plans and an environmental literacy test covering four components: knowledge, dispositions, competencies and behavior. Data were analyzed using descriptive statistics and a Paired Samples t-test. The results showed that after the intervention, students' overall environmental literacy scores were high (mean = 23.92 from a total score of 40).
A comparison of pre-test and post-test scores revealed that the knowledge component increased significantly at the .05 level (t(36) = 3.143, p = .003). In contrast, no significant differences were found in the dispositions, competencies and behavior components. This indicates that the students already held favorable attitudes and intentions. This research indicates that this teaching model is effective in enhancing knowledge.
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