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Fifth International Conference on Science and

Mathematics Education

CoSMEd 2013 Penang, Malaysia11 – 14 November 2013

YAZID ABDUL MANAP (PhD)

[email protected] PEI PEI

Department of Science

Teacher Education Institute

Temenggong Ibrahim Campus Johor Bahru

Johor

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AbstractThis research was conducted as part of the project-based learning for teachertrainee to study mangrove ecosystem at Tanjung Emas, Muar. This project-based learning was conducted by carrying out field studies of the mangroveecosystem at Tanjung Emas, Muar. The field studies were carried out throughobservation. Data were collected at three sessions throughout ten consecutivedays. The biotic components found in the mangrove ecosystem were Avicenniaalba, mudskipper, mollusc, red mangrove crab, fiddler crabs, snails, crab-eatingmacaque, lesser adjutants, kingfishers, great egrets and decomposers. Theabiotic components found were river water, mud, sand and air. All organismsneed energy to live. In this field studies organisms could be categorized intothree main groups according to the part they play in giving energy to oneanother. The three main groups were called producers, consumers, anddecomposers. Among the biotic components, Avicennia alba was the producerwhile mudskipper, mollusc, snails, red mangrove crab, fiddler crabs, crab-eating macaque, lesser adjutants, kingfishers and great egrets were consumers.

Among the consumers, mudskippers and molluscs were categorized asherbivores, birds was categorized as carnivores, the crab-eating macaques andcrabs were categorized as omnivores. The study of mangrove ecosystem atTanjung Emas, Muar by observing and investigating organisms was part of

research based or Project-based learning. Project-based learning approaches in field studies used in this study provides students with more attractive andmeaningful learning experiences.

Keywords: Project-based learning, Biotic, Abiotic, producer, consumer

Introduction

Project-based learning (PBL) is student directed, connected to the real world, researchbased, informed by multiple resources, embedded with knowledge and skills,conducted over time, and concluded with an end product (Diffily & Sassman, 2002).

A project-based learning approach aims to situate the learning of basic disciplinaryconcepts within the context of real-world problems that students find relevant to their


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5 th International Conference on Science and Mathematics Education 2013

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everyday life. This approach stems from constructivist conceptions of teaching andlearning where primary importance is placed on the way learners attempt to makesense of what they are learning (Krajcik et al., 1994). Learning is assumed to take placethrough the use of mental tools such as concepts and theories, while the students’attention is not directed to the improvement of mental structures per se but to theproductive activity of making meaning (Laura Helle et al., 2006). The pedagogicconcept of project-based learning is different from traditional learning in that it triesto develop students into active learners who actively acquire necessary knowledge toresolve problems that appear in the project, not as passive learners who alwaysreceive second hand knowledge (Thomas, 2000). Project-based learning providesopportunities for students to develop robust understandings of science concepts bysituating them in real world context.

An ecosystem is a community of biotic components in conjunction with abioticcomponents of their environment, interacting as a system. These biotic and abioticcomponents are linked through nutrient cycles and energy flow. Each componenthas a unique role to ensure the balance of the ecosystem. Food chain and food web isa topic in primary school science syllabus. Although there are many pedagogystrategies that can be used for students to learn the concepts of food chain, food weband energy flow, some teachers still prefer to use the chalk and talk method. Thismakes the lessons boring and difficult to achieve the learning outcomes. This studyshowcases how the concepts of food chain, food web and energy flow can be learnedthrough project-based learning. Project-based learning in mangrove ecosystem atTanjung Emas, Muar provide meaningful learning where students investigate thefood chain and food web. A food chain shows how each living thing gets food, and hownutrients and energy are passed from creature to creature. Food chains begin with plant-life,

and end with animal-life.

Literature ReviewProject-based learning has been a category of pedagogical practice for years, andinvolves a wide range of scientific areas where learners usually concentrate on grouplearning and presenting various outcomes (Tseng et al., 2011). Project-based learningapproach requires a teacher to shift their orientation from one of provider ofinformation (i.e. didactic in nature) to one of facilitator of problem solving (i.e. inquiryin nature) (Meredith et al., 2011). The method of project-based teaching has been

widely adopted in many Western universities. Projects are used as long-termmotivating activities that rovide concrete experiences (Xu & Liu, 2010). According toMarx et al. (1997), there are four benefits of project-based learning: (1) studentsdevelop deep, integrated understanding of content and process; (2) students learn towork together to solve problems; (3) this approach promotes responsibility andindependent learning; (4) this approach actively engages students in various types oftasks, thereby meeting the learning needs of many different students. Based on astudy conducted by Lai (2013), students from the experimental group which wasgiven six week of computer project-based learning demonstrated significantimprovement in understanding the concept of electric circuits as compared to thosefrom the control group which received conventional instruction. Besides, students


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were apparently more positive in their attitude than those from the control group afterexperiencing computer project-based learning. Another study carried out by Sema etal.(2009) showed that project-based learning enhanced students’ learning andimproved their attitudes towards physics and research skills.

Purpose of StudyThe purpose of this study was to use project-based learning to investigate:

a) The biotic and abiotic components found in mangrove ecosystems atTanjung Emas Muar, Johor

b) How food chain and food web are formed in the mangrove ecosystem.c) How does energy flow in food chain and food wed that are formed in the

mangrove ecosystem

MethodologyThis project-based learning was conducted by carrying out field studies of themangrove ecosystem at Tanjung Emas, Muar. The field studies were carried outthrough observation. Data were collected at three sessions throughout ten consecutivedays i.e from 6.8.2013 until 15.8.2013. Each session was conducted for two hours. Thefirst session was from 7.00 am to 9.00 am, second session was from 12.00 pm to 2.00pm and the third session was from 5.00 pm to 7.00 p.m. A digital camera was used totake photos and to record videos.

Result and DiscussionProducer and Consumer

The producer in the mangrove ecosystem in Tanjung Emas was identified as themangrove tree, Avicennia alba. The consumers were mudskipper, mollusc, snails, redmangrove crab (Sesarma meinerti), fiddler crabs (Uca spp.), crab-eating macaque, lesseradjutants, kingfishers and great egrets.

Food ChainAs mentioned earlier, the producer in the mangrove forest is Avicennia alba.Mudskippers and molluscs are herbivores found there; while birds are the carnivores.Omnivores include the crab-eating macaques and crabs. A food web begins with theproducer. The producer will be eaten by herbivores or omnivores. Then, the herbivore

or omnivore will be eaten by carnivores or omnivores. Based on our finding, anexample of a food chain in the mangrove forest (Figure 1) includes leaves of themangrove trees that form the detritus is eaten by the crabs and the crabs are eaten bythe crab-eating macaques. Examples of other food chains in the mangrove forest arein Appendix A.


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Figure 1: Food Chain

Food web

Similar to food chains, the food web (Appendix B) in the mangrove ecosystem beginswith plants which are mangrove trees that make their own food throughphotosynthesis. Mangrove trees produce leaves, flowers and fruits which will beeaten by herbivores such as mudskippers and molluscs. Mangrove fruits are alsoeaten by omnivores such as crabs and crab-eating macaques. Then herbivores such asmudskippers and molluscs will be eaten by carnivores such as birds or omnivoressuch as crabs and crab-eating macaques. Finally, when all the living organisms die,they will be decomposed by decomposers such as bacteria and become nutrients inthe soil which will be used by the plants. As a result, it forms a complete cycle thatbegins with plants and finally goes back to plants.

Energy Flow in the Mangrove EcosystemStaying at the lowest trophic level is the producer which is the mangrove trees.

These mangrove trees contain the highest amount of energy as compared to the othertrophic levels. Energy is obtained when light energy and heat energy from the sun arereceived by the producers. In an ecosystem, the sun acts as a main supplier of energy.Only 8 % of the sunlight reaching the earth is used by producer. From the 8 % of light,only 2 % of light is used for photosynthesis (Miller et al. (2008).

The second trophic level consists of primary consumers. Primary consumersinclude herbivores and omnivores. In this mangrove ecosystem, mudskipper, crabs,

mollusc and crab-eating macaques are the primary consumers. Chemical energystored in the mangroves trees is transferred to the mudskippers, crabs, and molluscsand crab-eating macaques when they eat the detritus or the leaves of the mangrovetrees. According to Miller et al. (2008), approximately 10% of the energy transferefficiency. Most of the energy (90 %) lost in the processes of transpiration, metabolismand growth.

The third trophic level consists of secondary consumers. Secondary consumersare usually carnivores or omnivores. In this mangrove ecosystem, crab-eatingmacaques and birds are the secondary consumers. Chemical energy in themudskipper, crabs and molluscs (primary consumers) is transferred to the secondary

consumers which are crab-eating macaques and birds when they eat mudskipper,crabs and molluscs. Energy flow in the food chain is shown in Appendix C and the


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energy flow in the food web is shown in Appendix D. Appendix E shows energypyramid in the mangrove ecosystem.

Finally, the chemical energy stored in the producer and all consumers will betransferred to the decomposers which are bacteria and fungi when they decomposeall organisms which are dead and rotting. These decayed organic matters then addnutrients in the mangrove forest which will in turn be used by the mangrove trees togrow.

Conclusion Project-based learning takes students out of the routine, boring atmosphere ofclassroom and creates a different teaching environment. Besides, it allows students toapply science process skill such as observing and classifying. Students have to doobservation to identify the producer and consumers in the mangrove ecosystem. Theyalso classified animals found in the ecosystem into herbivores, carnivores oromnivores based on the food they eat either through their observation or from theinformation they obtained from books and internet. Subsequently, the students builtfood chains, food web and discussed the energy flow.

ReferencesDiffily, D. & Sassman, C. (2002). Project-based learning with young children. Portsmouth,

NH: Heinemann.Krajcik, J. S., Blumenfeld, P. C., Marx, R. W. & Soloway, E. (1994). A collaborative

model for helping middle grade science teachers learn project-basedinstruction. The Elementary School Journal, 94, 483–497.

Lai, C. S. (2013). A Study of Computer Project-Based Learning on Electric Circuits for4th Graders. The Journal of Human Resource and Adult Learning, 9 (1), 55-61.

Laura Helle, Päivi Tynjälä & Erkki Olkinuora (2006) Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots. HigherEducation, 51(2), 287-314.

Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting projectbased science. The Elementary School Journal, 97 (4), 341–358.

Meredith, A. P. R., Dionne, I. C., Mellissa, S. G., Amye, T & Gayle, A. B. (2011) FirstYear Implementation Of A Project Based Learning Approach : The Need ForAddressing Teachers’ Orientations In The Era Of Reform. International Journalof Science and Mathematics Education, 9 (4), 893-917.

Miller, G.T. & Spoolman, S. (2008). Enviromental Science: Principles, Connections andSolutions. (12th ed.). Canada: Brooks Cole Cengage Learning.

Thomas, J. W. (2000). A review of research on project-based learning (PjBL) environment.San Rafael, California: Autodesk. 7

Tseng, K. H., Chang, C. C., Lou, S. J. & Chen, W. P. (2011). Attitudes towards science,technology, engineering and mathematics (STEM) in a project-based learning.International Journal of Technology and Design Education, 23(1), 87-102.


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Appendix B – Food web in the mangrove ecosystem in Tanjung Emas.


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Appendix C - Energy flow in a food chain

Figure 4:


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Appendix D - Energy flow in the food web


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Appendix E - Energy Pyramid


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Appendix F

Reflection

Project-based learning in this study was implemented to achieved three learning

outcome i.e. what are the biotic and abiotic components found in mangroveecosystems at Tanjung Emas Muar Johor, how food chain and food web are formedin the mangrove ecosystem and how does energy flow in food chain and food webthat are formed in the mangrove ecosystem. In this study the three learning outcomehave been achieved by the teacher trainee using project-based laerning asmentioned earlier. The feedback and comments from the students as follows.

Before doing field study about ecosystem at Tanjung Emas, I just knew that there havemollusc, snails and mudskipper. However, I found that there also inhabits by crabsand birds after doing field study. At that time I just wonder that why I never know

that there are so many types of animals at Tanjung Emas, Muar that I often went towhen I was a child. So, this field study makes me interested to the environment and Iwould like to know more about this world especially about ecosystem at other habitat.

Furthermore, when I collected information about types of mangrove tree andbehaviors of the animals that I found at mangrove forest, I gained some interestingfact about the animals as well. For example, if a male fiddler crab loses its major claw,the remaining claw grows to the same size as the lost (major) claw and the claw thatis regenerated becomes the smaller claws. These interesting fact causes me want toknow more about the animals especially the animals that I found. Besides theinteresting fact, I also get the information about extinction of lesser adjutant. They are

facing the problem of extinction because they like to choose the trees that are as tall as30 meter to nesting.

I hear and I forget. I see and I remember. I do and I understand (Confucius, 551BC- 479 BC). Learning process becomes effective and attractive when students dohands on activity. As a result, we are advised to do hands on activity during teachingand learning process. However, majority teachers are still teaching food chain, foodweb and energy flow in the classroom only. I still remember that my science teachertaught us about concept of food chain, food web and energy flow by using the methodchalk and talk only. I felt nothing special or attractive about this topic. Learning inclassroom is dull and boring if compared to learning beyond classroom. So, I would

like to suggest field study to be applied in learning and teaching process on topic foodchain, food web and energy flow. A teacher should not only want his students toknow fundamental scientific principles but should engage students in science in waysthat they could construct this knowledge through their own experiences withdifferent phenomena.

As Lao Tze said “Give a man a fish and you feed him for a day. Teach a manto fish and you feed him for a lifetime”. Teachers not only have to give the knowledgeto students but also have to teach them how to gains knowledge by their own. So,project- based learning such as field study is one among hands on activity that can becarried out. Teacher can bring the students to places like Tanjung Emas for students

to do observation. At the same time, teacher can instill the value of appreciate balance


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of nature when pollution occurs at the place is observed. It is because pollution willaffect food chain and food web in the ecosystem. 15

Besides, field study is not necessary to be carried out outside the school. Fieldstudy can be carried out in the school as well. Teacher may divide students in fewgroups and choose three places in the school compound such as pond, field andgarden for students to find the animals that inhabit there. Students should list outtheir observation about the animals that they found. After that, students can gatherinformation from the internet and books about the food eaten by animal found andfind out their food relationship. From the information gathered, they can try to buildfood chain and food web by themselves. Teacher also may ask students to jot downthe interesting fact they found and share to others. Through this way, science teachercan instill the scientific attitudes and noble values of having an interest and curiositytowards the environment. Furthermore, learning through field study also can makeour class become lively and attractive.

In a nut shell, project based learning should be applied in teaching and learningprocess to instill interest students towards science. Interest can encourage students tolearning science deeply and become an active science learner.

Author(s):YAZID ABDUL MANAP (PhD), Department of Science Teacher Education InstituteTemenggong Ibrahim Campus Johor Bahru Johor Email: [email protected]

KEK PEI PEI, Department of Science Teacher Education Institute TemenggongIbrahim Campus Johor Bahru Johor
mailto:[email protected]:[email protected]:[email protected]:[email protected]

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