Developing geo-literacy situation-based learning in social studies for promoting geo-literacy in grade 11 students

Situation-based learning is a pedagogy emphasizing the utilization of everyday-life situation in teaching and learning geology, an important, attribute Geo literacy. This research aimed to develop the Geo-Literacy Situation-based Learning Model (GLSBL). This study was a documentary research, which the researchers employed content analysis to analyze five documents related to Geo literacy and Situation-based learning. The result of analysis yieleded the GLSBL model consisted of six teaching steps: 1) Introduce interesting situation, 2) Explore the situation, 3) Construct knowledge of the situation, 4) Apply knowledge, 5) Discuss and conclude knowledge, and 6) Evaluate learning. At final, the authors raised one example of a GLSBL lesson plan in social studies to teach physical environment and human activities topic for grade11. This is one concrete example for other teachers in applying GLSBL in other topics or subjects.


Introduction
Nowadays, the world has changed the cause of physical, environmental, and unpredictable situations.Human needs to solve problems and find solutions in a timely manner.Adapting to these conditions is important to lead well-being.In order to develop people's potential, one of the most important tools in education.School as well as classroom environment should promote students to transfer their learning to real world applications with their best potential [10].The students must develop skills to be ready to think, act, solve problems, and able to survive in every situation in the 21 st century.Therefore, the educational reform the teaching style to acquire students' skills, and ability to live and be a Thai citizen as well as good global citizens to understand the global environment changing [1].
Quality of students expressed in the Basic Education Core Curriculum B.E. 2560 (Revision in B.E. 2560) regarding Geography Social Studies, Religion, and Culture Department mentioned that students must gain geography knowledge about instances, physical problems, and disaster which is influenced by geographical factors interaction between physical environment and lifestyle.Therefore, cooperation with the environment in the country and other countries to prepare for global change for sustainable development is essential [2].Teaching geography focus on developing critical thinking that compares and gives geographical reasons.The teacher is responsible for giving students the opportunity to search for information from any sources and use appropriate geographic too [3].
Situation-based Learning (SBL) keeps students engaged in their learning, provides opportunities to solve problems according to situations, and motivates students.[4].Situations will cause relationship between things that is similar to the information in a real-life situation.Therefore, decision-making to solve problems will affect others as in the real situation [5].Understanding the relationship between humans and the environment in human life reveals that natural changes are caused by human actions and by nature itself [6].
Teaching Geography by using SBL, students are expected to understand the relationship between human and the environment that create a way of life and participate in resource and environmental management for sustainable development [2].Moreover, students can apply their knowledge of geography to solve problems in similar situations with the geographical situation that has occurred in the past and may happen again in the future.The goal of student development consists of three components: 1) Geographical Capabilities (understanding of natural and human systems, geographic reasoning, and decision-making), 2) Geographical processes (questioning geography, data collection, data analysis, and conclusion), and 3) Geographical Skills (observation, interpretation of geographic data, using geographic technique and equipment, spatial thinking, holistic thinking, and using basic statistics(.These encourage students to build their own knowledge through geographic activities.Selecting actual geographic scenarios in various regions around the world as a case study for students to learn through SBL is the development of students to think systematically and understand their own.This research aimed to develop the Geo-Literacy Situation-based Learning Model (GLSBL) for the development of teaching and learning about geography in the secondary level related with the Basic Education core curriculum, B.E. 2560.

Method
This study was a documentary study [11] that employed content analysis in analyzing data derived from the targeted documents.The criteria used to select the targeted documents were: a) the documents should be related to Geo-literacy and SBL and b) the documents should be published least than 10 years.The authors selected five documents closely related to SBL [4] [7][8] [9][5] in order to analyze the common teaching steps of GLSBL model.The result of document analysis yielded the GLSBL model consisted of six teaching steps as Table 1.The teaching steps of Geo-Literacy SBL Model (GLSBL) with their description of teaching and learning can be illustrated as follows.

STEP 1. Introduce interesting situation
The teacher checks students' prior knowledge by using the pre-test or questioning to ensure that students have relevant prior knowledge when learning a new concept.In addition, the teacher corrected the misconceptions that may barriers to the learning of new concepts.Then, the teacher presents interesting situations that are relevant to the content and connected to the real life of students by using media and technologies such as images, video clips, short films, documentaries, news, articles, research articles, etc.

STEP 2. Explore the Situation
The teacher divides students into 4-6 per groups based on mixed abilities.The teacher assigns students in each group to understand the situation in any aspects such as background, scope, factors, people, places involved, and effect on students' life.STEP 3. Construct knowledge from the situation Teachers assign tasks or activities to each group to encourage students to build their knowledge from the situations.Then, students use the information that they researched from the previous steps build their knowledge.

STEP 4. Apply Knowledge
The teacher encourages students to apply the knowledge gained to other aspects.The students can use knowledge in the same situation or in other situations that fit with the lesson.Activities that they used to study may be exercises, problem-solving, etc.
STEP 5. Discuss and conclude knowledge Each group of students presents the knowledge that their gained and then discusses and draws conclusions about knowledge through the SBL experience.Then students summarize the knowledge, while, the teacher monitors whether the student's learning is in accordance with the learning objectives of the lesson or not.STEP 6. Evaluate Learning Teachers evaluate students' learning by using a variety of methods and resources, such as peer assessments, presentations, questioning, observational learning behaviors, and workpiece inspection.Then, the teacher asked the students to take a post-test to assess student development individually.
Therefore, the authors raised one example of the Geo-Literacy SBL Model (GLSBL) lesson plan in social studies to teach physical environment and human activities topic for grade11 as follows.

Results
This study came up with the GLSBL Model and its associated lesson plans.This section presents the translation of GLSBL model in teaching the Physical Environment and Human Activities topic in geography in order to increase students' geo-literacy.

Main Content
Thai culture and different regions of the world caused by the relationship between people and the environment.In addition, globalization has caused changes in the physical environment and lifestyle.
Learning objectives After learning in this topic, students should be able to: Knowledge: analyze the relationship between the physical environment that cause economic activities and climate change.
Process: choose to use geography tools to study the relationship between the physical environment that produce economic activity and climate change.
Attitude: aware the importance on the distribution and population dynamic, rural and urban communities, and distribution of economic activities.

Learning activities
The learning activities according to the GLSBL model are as follows.

STEP 1. Introduce Interesting Situation
The teacher checks students' prior knowledge by using the pre-test on topic the environments in 10 multiple choices.The teacher test conceptual knowledge of student to revised students' misconception by using questioning.
Teacher: What are the factors influencing the distribution of the population?(Expected Answer: geography such as river basin, aquatic, grassland, forest, desert, and tundra.(These are all geographical conditions that affect the distribution and population.
Teacher: What are the key factors that contribute to urbanization in different regions of the world?
(Expected Answer: Technological advancement, economic growth, educational, public health, communication, and keeping the environment. Teacher: What are the key factors that affect the economic activities?(Expected Answer: topography, climatic, and geo-characteristic of location) The teacher open YouTube on topic Rural Migrants, Urban Migrants and Local Workers, and turning point in Thailand (15.42 minutes via https://www.youtube.com/watch?v=ee-Hr9gS98k )When the students finished watching the YouTube on topic Rural Migrants, Urban Migrants and Local Workers, and turning point in Thailand.The teacher assign students to share their opinions on the following issues.
Teacher: Why do people migrate?(Expected Answer: an epidemic, an economic downturn )answers depend on students' prior knowledge) Teacher: Why do people migrate to Bangkok? (Expected Answer: Bangkok is hub of finance and business.) answers depend on students' prior knowledge)

STEP 2 Explore the Situation
The teacher divides students into five people per group based on mixed abilities.The teacher assigns students do the Worksheet 1.1 Migration for each group of students to study the Rural Migrants, Urban Migrants and Local Workers, and turning point in Thailand.Then summarize the impact caused by the COVID-19 disease that caused the Rural Migrants, Urban Migrants and Local Workers, and turning point in Thailand.Then the teacher opens the Google Earth website by clicking on the link.https://www.google.co.th/intl/th/earth/.Teachers teach students as how to search for topographic, to provide students with knowledge about searching for information through the Google Earth website.The teacher distributes Activity Sheet 1: Situation on migration worker from local.The teacher assigns each group of students to self-study about the situation on migration worker from local by using the google earth website.Then students bring that information to summarize the impact of their country and the impact on themselves in the following issues.
Issue 1 : The distribution of population Issue 2: Rural and urban communities Issue 3: Urban agriculture activity Issue 4: Economic activity in the industry Issue 5: Economic activity in the tourism The teacher randomly selected the issues that students in each group studied, starting from group 1 by using Online-stopwatch Pickers "Random Name Picker Wheel" to select issues for each group of students to study.Then, the teacher presses on SPIN to randomize the issue and clicks on the link.https://www.online-stopwatch.com/random-name-pickers/name-picker-wheel.During students do worksheet 1.1 Migration and activity sheet No. 1.1.Situation on migration worker from local, teacher will guide students for understanding the situation.The teacher assigns each group of students to study information from the Internet, libraries, textbooks, activity sheets, and other sources.Then the teacher distributes the knowledge sheet 1.1 the impact of 5 aspects of Covid-19 in 2020.Then, teacher explains more about migration issue.

Expand knowledge
There are two factors that drive people to migrate are factor of decision to migrate such as natural disasters, epidemics, war, and loss of world' arable land and factor of attraction such as good economic conditions, the political stability, and healthy environment.The distribution of population correlates with geographical factors.The areas that productive for human life tend to have high population densities and economic.For the backcountry terrain, the population density is low because the weather is not conducive to life.
Human settlements is a place where people life.In a settlement there is an important 3 factors: 1) population and area, 2) the communication between each other, and 3) use various services to meet the needs of the population in that group.
Economic activity is the activity of making, providing, purchasing, or selling goods or services.The economic activities in each area depend on the environment, resources, and technological advancement.
The teacher checks student's knowledge that can meet learning objectives or not? and measure student knowledge in lesson plan.

STEP 6. Evaluate learning
During the activity, teacher evaluate group work, presentation, and interpersonal relations.After students finished the worksheets, teacher uses scoring rubrics to evaluate student learning about Geoliteracy from these worksheet: Worksheet 1.1 Migration, Worksheet 1.2 Main residence election, Activity sheet 1.1 Situation on migration worker, Activity sheet 1.2 We must survive, and Activity sheet 1.3 Travel the world.At final, students are required to take a posttest with 10 items, which is a multiplechoice format, on the topic human and physical environment.

Conclusion
This study figures that the Geo-Literacy Situation-based Learning Model (GLSBL) is beneficial for both students and teachers.This learning model focuses on the student to build knowledge from situations on their own, practicing skills in searching for information and seeking knowledge that is essential in 21stcentury skills.Moreover, the student can apply geo-literacy to solve the problem in their life.In addition, students developed skills with others which is essential for global citizenship in the 21st century.Thailand has children and young people with these skills, our country might have quality citizens who are ready to develop in every aspect and ready to deal with various competitions that occur in this era.