Enhancing students’ nature of science understanding through project-based learning and mind mapping

Abstract

This study aimed to investigate students' understanding of the nature of science (NOS) in project-based learning combined with mind mapping (PjBL-MM), students' NOS understanding across gender, and PjBL-MM and gender interaction's effect on students' NOS understanding of conservation education. It employed a pretest-post-test non-equivalent group design. The research population consisted of first-year students at the Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Central Java, Indonesia. Thus, the study consisted of 98 students (40 males and 58 females) selected randomly from three different classes. The students' NOS understanding was assessed using the views of NOS type B questionnaire. The learning models' effectiveness was tested using ANCOVA. The results showed a significant difference in students' NOS understanding, PjBL-MM group reported the highest NOS score among all treatment groups in the Conservation education course. There is a significant difference NOS understanding between male and female students. Females outperformed males in NOS understanding. However, PjBL-MM and gender interaction did not affect students' NOS understanding. This study is expected to encourage the implementation of PjBL-MM to improve the students' NOS understanding. The educators are also expected to empower NOS understanding through students' active participation in science by implementing project-based learning combined with mind mapping techniques.

The design of project-based learning model based on local potential and social constructive investigation and its impact on students' green behavior

“…They then conduct direct identifications and investigations, analyze the findings from diverse scientific viewpoints, propose alternative solutions to address these issues, drawing from multiple sources, and implement these solutions in their daily lives and community practices. The objective is to contribute meaningfully to addressing these issues through project-based activities [20].…”

“…Prior research suggests that PBL can enhance problem-solving abilities, collaboration, and students' communication skills [18]. Furthermore, PBL also enhances creative thinking skills [19], deepens comprehension of science [20], and improves student learning outcomes [12]. Conversely, the integration of local potential into the curriculum is highly essential [1] for fostering conceptual understanding, critical thinking skills, environmental knowledge [21], as well as respect and concern for the environment [22].…”

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

“…Collaborative Mind Mapping helps students gather important information during problem-solving activities. CMM also helps students remember, regulate, express relationships between information, and add recent information [36], [37]. Collaborative mind mapping can be used to present the results of the discussion more interestingly.…”

Motivation in virtual classrooms during COVID-19: experiences of nursing students

“…Asimismo, los trabajos académicos y actividades realizados por los docentes permitió a los estudiantes enfermería descubrir un gran potencial en ellos, como hacer uso adecuado de la búsqueda de artículos científicos en fuentes confiables, comprensión de las lecturas, mejorar la redacción de textos, exposición adecuada, logros que se evidenciaron en las buenas calificaciones. (27) Es preciso indicar que los trabajos grupales fomentaron un aprendizaje significativo, (28) aprendiendo a organizarse con los compañeros, a pesar de los problemas conexión de internet que no les permitía entender, fue tomado como una oportunidad para ser autodidactas y sobre todo que las clases recibidas fueron una preparación para cursos venideros que sirvieron para mejorar las capacidades y complementar los conocimientos. (29) Asimismo, ellos manifiestan que obtener buenas notas es importante porque sienten que están avanzando y motivados a continuar, pudiendo elegir cursos extras, media beca de estudios, se sentían orgullosos de seguir progresando y sobre todo hicieron énfasis en una forma de agradecerles a sus padres que se esfuerzan para costear sus estudios.…”