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Enhancing Students’ Conceptual Understanding and Sustainability Awareness through Fishbone-Oriented Instruction in Science Learning to Support Sustainable Development Goals (SDGs)
), Hannah P. Abdulmal(2),
(1) Mindanao State University
(2) Mindanao State University
Corresponding Author
Abstract
This study examines the effectiveness of Fishbone-Oriented Instruction in enhancing students’ conceptual understanding and sustainability awareness in science learning. Using a mixed-method approach with a one-group pretest–posttest design, the study involved secondary school students. Quantitative data from a conceptual understanding test were analyzed using normalized gain scores, while qualitative data were obtained through observations, reflective journals, and interviews. The results show a moderate improvement in students’ conceptual understanding, particularly in identifying causal relationships and explaining scientific phenomena. Qualitative findings indicate that Fishbone-Oriented Instruction promotes active participation, structured reasoning, and collaborative discussion, enabling students to connect scientific concepts with real-world sustainability issues. Overall, the findings suggest that Fishbone-Oriented Instruction is an effective pedagogical strategy for supporting conceptual learning and sustainability-oriented thinking in science education.
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