Fifth International Conference on Science and

Mathematics Education

CoSMEd 2013 Penang, Malaysia

11 14 November 2013
YAZID ABDUL MANAP (PhD)
yazifik@gmail.com
KEK PEI PEI
Department of Science
Teacher Education Institute
Temenggong Ibrahim Campus Johor Bahru
Johor

Abstract
This research was conducted as part of the project-based learning for teacher
trainee to study mangrove ecosystem at Tanjung Emas, Muar. This projectbased learning was conducted by carrying out field studies of the mangrove
ecosystem at Tanjung Emas, Muar. The field studies were carried out through
observation. Data were collected at three sessions throughout ten consecutive
days. The biotic components found in the mangrove ecosystem were Avicennia
alba, mudskipper, mollusc, red mangrove crab, fiddler crabs, snails, crab-eating
macaque, lesser adjutants, kingfishers, great egrets and decomposers. The
abiotic components found were river water, mud, sand and air. All organisms
need energy to live. In this field studies organisms could be categorized into
three main groups according to the part they play in giving energy to one
another. The three main groups were called producers, consumers, and
decomposers. Among the biotic components, Avicennia alba was the producer
while mudskipper, mollusc, snails, red mangrove crab, fiddler crabs, crabeating macaque, lesser adjutants, kingfishers and great egrets were consumers.
Among the consumers, mudskippers and molluscs were categorized as
herbivores, birds was categorized as carnivores, the crab-eating macaques and
crabs were categorized as omnivores. The study of mangrove ecosystem at
Tanjung 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 and
meaningful learning experiences.
Keywords: Project-based learning, Biotic, Abiotic, producer, consumer
Introduction
Project-based learning (PBL) is student directed, connected to the real world, research
based, 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 disciplinary
concepts within the context of real-world problems that students find relevant to their

5th International Conference on Science and Mathematics Education 2013

everyday life. This approach stems from constructivist conceptions of teaching and
learning where primary importance is placed on the way learners attempt to make
sense of what they are learning (Krajcik et al., 1994). Learning is assumed to take place
through 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 the
productive activity of making meaning (Laura Helle et al., 2006). The pedagogic
concept of project-based learning is different from traditional learning in that it tries
to develop students into active learners who actively acquire necessary knowledge to
resolve problems that appear in the project, not as passive learners who always
receive second hand knowledge (Thomas, 2000). Project-based learning provides
opportunities for students to develop robust understandings of science concepts by
situating them in real world context.
An ecosystem is a community of biotic components in conjunction with abiotic
components of their environment, interacting as a system. These biotic and abiotic
components are linked through nutrient cycles and energy flow. Each component
has a unique role to ensure the balance of the ecosystem. Food chain and food web is
a topic in primary school science syllabus. Although there are many pedagogy
strategies that can be used for students to learn the concepts of food chain, food web
and energy flow, some teachers still prefer to use the chalk and talk method. This
makes the lessons boring and difficult to achieve the learning outcomes. This study
showcases how the concepts of food chain, food web and energy flow can be learned
through project-based learning. Project-based learning in mangrove ecosystem at
Tanjung Emas, Muar provide meaningful learning where students investigate the
food chain and food web. A food chain shows how each living thing gets food, and how
nutrients and energy are passed from creature to creature. Food chains begin with plant-life,
and end with animal-life.
Literature Review
Project-based learning has been a category of pedagogical practice for years, and
involves a wide range of scientific areas where learners usually concentrate on group
learning and presenting various outcomes (Tseng et al., 2011). Project-based learning
approach requires a teacher to shift their orientation from one of provider of
information (i.e. didactic in nature) to one of facilitator of problem solving (i.e. inquiry
in nature) (Meredith et al., 2011). The method of project-based teaching has been
widely adopted in many Western universities. Projects are used as long-term
motivating activities that rovide concrete experiences (Xu & Liu, 2010). According to
Marx et al. (1997), there are four benefits of project-based learning: (1) students
develop deep, integrated understanding of content and process; (2) students learn to
work together to solve problems; (3) this approach promotes responsibility and
independent learning; (4) this approach actively engages students in various types of
tasks, thereby meeting the learning needs of many different students. Based on a
study conducted by Lai (2013), students from the experimental group which was
given six week of computer project-based learning demonstrated significant
improvement in understanding the concept of electric circuits as compared to those
from the control group which received conventional instruction. Besides, students

5th International Conference on Science and Mathematics Education 2013

were apparently more positive in their attitude than those from the control group after
experiencing computer project-based learning. Another study carried out by Sema et
al.(2009) showed that project-based learning enhanced students learning and
improved their attitudes towards physics and research skills.
Purpose of Study
The purpose of this study was to use project-based learning to investigate:
a) The biotic and abiotic components found in mangrove ecosystems at
Tanjung 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

Methodology
This project-based learning was conducted by carrying out field studies of the
mangrove ecosystem at Tanjung Emas, Muar. The field studies were carried out
through observation. Data were collected at three sessions throughout ten consecutive
days i.e from 6.8.2013 until 15.8.2013. Each session was conducted for two hours. The
first session was from 7.00 am to 9.00 am, second session was from 12.00 pm to 2.00
pm and the third session was from 5.00 pm to 7.00 p.m. A digital camera was used to
take photos and to record videos.
Result and Discussion
Producer and Consumer
The producer in the mangrove ecosystem in Tanjung Emas was identified as the
mangrove tree, Avicennia alba. The consumers were mudskipper, mollusc, snails, red
mangrove crab (Sesarma meinerti), fiddler crabs (Uca spp.), crab-eating macaque, lesser
adjutants, kingfishers and great egrets.
Food Chain
As 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 the
producer. 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, an
example of a food chain in the mangrove forest (Figure 1) includes leaves of the
mangrove trees that form the detritus is eaten by the crabs and the crabs are eaten by
the crab-eating macaques. Examples of other food chains in the mangrove forest are
in 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 begins
with plants which are mangrove trees that make their own food through
photosynthesis. Mangrove trees produce leaves, flowers and fruits which will be
eaten by herbivores such as mudskippers and molluscs. Mangrove fruits are also
eaten by omnivores such as crabs and crab-eating macaques. Then herbivores such as
mudskippers and molluscs will be eaten by carnivores such as birds or omnivores
such 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 in
the soil which will be used by the plants. As a result, it forms a complete cycle that
begins with plants and finally goes back to plants.
Energy Flow in the Mangrove Ecosystem
Staying 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 other
trophic levels. Energy is obtained when light energy and heat energy from the sun are
received 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 consumers
include herbivores and omnivores. In this mangrove ecosystem, mudskipper, crabs,
mollusc and crab-eating macaques are the primary consumers. Chemical energy
stored in the mangroves trees is transferred to the mudskippers, crabs, and molluscs
and crab-eating macaques when they eat the detritus or the leaves of the mangrove
trees. According to Miller et al. (2008), approximately 10% of the energy transfer
efficiency. Most of the energy (90 %) lost in the processes of transpiration, metabolism
and growth.
The third trophic level consists of secondary consumers. Secondary consumers
are usually carnivores or omnivores. In this mangrove ecosystem, crab-eating
macaques and birds are the secondary consumers. Chemical energy in the
mudskipper, 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

5th International Conference on Science and Mathematics Education 2013

energy flow in the food web is shown in Appendix D. Appendix E shows energy
pyramid in the mangrove ecosystem.
Finally, the chemical energy stored in the producer and all consumers will be
transferred to the decomposers which are bacteria and fungi when they decompose
all organisms which are dead and rotting. These decayed organic matters then add
nutrients in the mangrove forest which will in turn be used by the mangrove trees to
grow.
Conclusion
Project-based learning takes students out of the routine, boring atmosphere of
classroom and creates a different teaching environment. Besides, it allows students to
apply science process skill such as observing and classifying. Students have to do
observation to identify the producer and consumers in the mangrove ecosystem. They
also classified animals found in the ecosystem into herbivores, carnivores or
omnivores based on the food they eat either through their observation or from the
information they obtained from books and internet. Subsequently, the students built
food chains, food web and discussed the energy flow.

References
Diffily, 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-based
instruction. The Elementary School Journal, 94, 483497.
Lai, C. S. (2013). A Study of Computer Project-Based Learning on Electric Circuits for
4th Graders. The Journal of Human Resource and Adult Learning, 9 (1), 55-61.
Laura Helle, Pivi Tynjl & Erkki Olkinuora (2006) Project-Based Learning in PostSecondary Education Theory, Practice and Rubber Sling Shots. Higher
Education, 51(2), 287-314.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project
based science. The Elementary School Journal, 97(4), 341358.
Meredith, A. P. R., Dionne, I. C., Mellissa, S. G., Amye, T & Gayle, A. B. (2011) First
Year Implementation Of A Project Based Learning Approach : The Need For
Addressing Teachers Orientations In The Era Of Reform. International Journal
of Science and Mathematics Education, 9 (4), 893-917.
Miller, G.T. & Spoolman, S. (2008). Enviromental Science: Principles, Connections and
Solutions. (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.

5th International Conference on Science and Mathematics Education 2013

Sema, A., mit, T. & Erdoan, B. (2009). The Effect of Project Based Learning on
Science Undergraduates Learning of Electricity, Attitude towards Physics and
Scientific Process Skills. International Online Journal of Educational Sciences,1
(1),81-105.
Xu, Y.Y. & Liu, W.Q. (2010). A project- based learning approach: a case study in China.
Asia Pacific Education Review, 11 (3), 363-370.

Appendix A Food chains in the mangrove forest

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

5th International Conference on Science and Mathematics Education 2013

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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 mangrove
ecosystems at Tanjung Emas Muar Johor, how food chain and food web are formed
in the mangrove ecosystem and how does energy flow in food chain and food web
that are formed in the mangrove ecosystem. In this study the three learning outcome
have been achieved by the teacher trainee using project-based laerning as
mentioned earlier. The feedback and comments from the students as follows.

Before doing field study about ecosystem at Tanjung Emas, I just knew that there have
mollusc, snails and mudskipper. However, I found that there also inhabits by crabs
and 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 to
when I was a child. So, this field study makes me interested to the environment and I
would like to know more about this world especially about ecosystem at other habitat.
Furthermore, when I collected information about types of mangrove tree and
behaviors of the animals that I found at mangrove forest, I gained some interesting
fact 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 that
is regenerated becomes the smaller claws. These interesting fact causes me want to
know more about the animals especially the animals that I found. Besides the
interesting 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 as
30 meter to nesting.
I hear and I forget. I see and I remember. I do and I understand (Confucius, 551
BC- 479 BC). Learning process becomes effective and attractive when students do
hands on activity. As a result, we are advised to do hands on activity during teaching
and learning process. However, majority teachers are still teaching food chain, food
web and energy flow in the classroom only. I still remember that my science teacher
taught us about concept of food chain, food web and energy flow by using the method
chalk and talk only. I felt nothing special or attractive about this topic. Learning in
classroom 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 food
chain, food web and energy flow. A teacher should not only want his students to
know fundamental scientific principles but should engage students in science in ways
that they could construct this knowledge through their own experiences with
different phenomena.
As Lao Tze said Give a man a fish and you feed him for a day. Teach a man
to fish and you feed him for a lifetime. Teachers not only have to give the knowledge
to 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 be
carried 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 will
affect food chain and food web in the ecosystem. 15
Besides, field study is not necessary to be carried out outside the school. Field
study can be carried out in the school as well. Teacher may divide students in few
groups and choose three places in the school compound such as pond, field and
garden for students to find the animals that inhabit there. Students should list out
their observation about the animals that they found. After that, students can gather
information from the internet and books about the food eaten by animal found and
find out their food relationship. From the information gathered, they can try to build
food chain and food web by themselves. Teacher also may ask students to jot down
the interesting fact they found and share to others. Through this way, science teacher
can instill the scientific attitudes and noble values of having an interest and curiosity
towards the environment. Furthermore, learning through field study also can make
our class become lively and attractive.
In a nut shell, project based learning should be applied in teaching and learning
process to instill interest students towards science. Interest can encourage students to
learning science deeply and become an active science learner.

Author(s):
YAZID ABDUL MANAP (PhD), Department of Science Teacher Education Institute
Temenggong Ibrahim Campus Johor Bahru Johor
Email: yazifik@gmail.com
KEK PEI PEI, Department of Science Teacher Education Institute Temenggong
Ibrahim Campus Johor Bahru Johor

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