Digital Instruction for Global Warming

Alleviation: A Research Review

Jofel C. Cañada
MaEd- Teaching in Science
 In today's education trend, technical education and instruction are widely used
(Praneetham & Thathong, 2016). Using of digital instruction for environmental subject can
encourage students in learning and raise their awareness and attitude on environmental
issues. Development of Digital Instruction for Environment for Global Warming Alleviation
by Chuleewan Praneetham and Kongsak Thathong published year 2016 aimed at: 1) building
and developing digital environmental instructions for global warming reduction, 2)
comparing the differences in student achievement values obtained prior to and after digital
training, and 3) examining student satisfaction with digital instruction in environmental
warming guidance to alleviate global warming. There were 40 students in the research
samples Grade 6 collected with the technique of purposeful sampling. Digital instruments
were used in this study environmental instruction and satisfied evaluated questionnaire on
global warming alleviation. The data were analyzed using the frequency, percent, mean,
standard deviation and t-test. The findings showed that: (i) the digital environment
instruction for global warming reduction comprised of five environmental topics; (ii) the
student achievement results increased with statistical significance after using Digital
Instruction; and (iii) student satisfaction with knowledge was at a good level and the overall
satisfaction of students in digital education increased.

Worldwide environmental problems are becoming increasingly severe. Global

warming caused by human activity and the way of life of humans adding carbon dioxide
directly affects climate change and environmental and social changes. Rising temperature
and rainfall variability are leading the climate change, which affects the fundamental Earth
systems and environmental degradation (Jahi et al, 2009: 258; Thiengkamol, 2011: 22; Adam
et al., 2015: 52; Praneetham, 2015: 333, Praneetham and Leekancha, 2015: 453). Effective
training and approaches can enhance people's knowledge, understand environment issues
and raise awareness and foster their environmental protection attitude. The students can
attract attention by using digital media instruction, multimedia, graphics and video. The
students enjoy learning and have fun. They can simultaneously continuously develop their
potential. It is easier to understand the content with digital instructions. In addition,
students can learn at their convenience and needs by themselves (Pasawano, 2013: 160).
The researchers are therefore interested in building digital environmental instruction to
alleviate global warming, which will help students gain adequate knowledge about global
warming, energies and energy saving. This training can be an effective tool to raise
awareness of environmental issues for students.
 Multimedia learning leads to robust communication and innovative learning and
education methods (Naresh and Bhanu Sree Reddy, 2015: 485). In the light of this finding,
most students learn more in the media to understand and develop knowledge and good
behavior (Ruengwanich, 2012: 42). In his research on the current trends in e-learning and
the future scenario, Naresh and Bhanu Sree Reddy (2015: 489) stated that the e-learning
process satisfied the students. Because improved technology simplifies e-learning and
enables users to choose. According to Panchan (2012: 14), learning instruction reflects the
potential and the readiness of teaching and learning. This is consistent with research of
Saenggaew, et al. (2011: 47) which found that students showed satisfaction in the CAI lesson
entitle: Earth and Space Science at high level. Manisri (2011: 48) and Grajadthong (2012)
stated that using the CAI in learning process could stimulate learners’ motivation and self-
learning. They had fun and enjoyed learning.

The study shows that the digital environmental instruction to alleviate global
warming stimulates the attention of students and enhances their knowledge of
environmental problems. Using digital education promotes learners to learn, helps them
acknowledge energy conservation and environmental problems in an appropriate way,
enhances their understanding of energy and power, raises awareness and attitudes towards
environmental issues and the mitigation of global warming. This imposes the need for a
broad publication of the digital environmental training in schools and on e-learning for
global warming alleviation. Teachers can use digital teaching instructions. In addition,
students can always and anywhere use the digital instruction to learn. Digital education
should also be developed for learners of various ages in the context of environmental
conservation and the environment. Effective digital education can effectively improve the
performance of students, motivate and motivate learners and promote self-learning.
Therefore, digital instruction should be established and developed for other subjects as
instructional tools.

Reference:

Chuleewan Praneetham & Kongsak Thathong. (2016). Development of Digital Instruction for
Environment for Global Warming Alleviation. TOJET: The Turkish Online Journal of
Educational Technology. Retrieved from https://files.eric.ed.gov/fulltext/EJ1096414.pdf