The Effects of Phenomenon-based Learning Experience Provision on Media Literacy Skills for Young Children

Abstract

   The purpose of this study was to explore the effects of phenomenon-based learning on media literacy skills for young children. The target group consisted of 42 male and female preschool children, 5– 6 years old and were studying in kindergarten level 2 in the second semester year of 2018 in Pongployanusorn School, office of elementary Bangna area one, Bangkok. Data collection included 8 weeks for instruments included 24 plans of phenomenon-based learning, assessment form of media literacy skills. The obtained data was analyzed by mean, standard deviation, and content analysis. The results showed that young children who received phenomenon-based learning experience provision had higher of media literacy skills average score than before receiving the phenomenon-based learning experience provision. After the learning experience arrangement, the children were able to tell the content of media and better analyzed the fact and opinions. In addition, they understood the language and explained the information in the media. Lastly, they could apply to use the information in beneficial and safe ways.