Development and effectiveness of a physical activity-based REGMAP learning model to enhance biological literacy and scientific communication skills among secondary school students
DOI:
https://doi.org/10.47197/retos.v80.119374Keywords:
Physical Activity, REGMAP Model, Biological Literacy, Scientific Communication, Movement-Based Learning, Secondary EducationAbstract
Introduction: Biology learning often emphasizes cognitive understanding while neglecting physical activity, limiting engagement, conceptual understanding, and scientific communication.
Objective: This study aims to develop and examine the effectiveness of a physical activity-based REGMAP learning model in enhancing biological literacy and scientific communication skills.
Methodology: A mixed-methods one-group pretest–posttest design involved 30 secondary school students. The intervention consisted of eight sessions integrating REGMAP with movement-based activities such as exploratory movement, kinesthetic modeling, and role-play. Data were collected through tests, observation, and questionnaires, and analyzed using the Wilcoxon Signed Ranks Test and descriptive analysis.
Results: Significant improvements were found (p < .05) in biological literacy (52.3–68.7) and scientific communication (54.1–70.5), with increased engagement and participation.
Conclusions: The integration of physical activity into the REGMAP model was associated with improvements in biological literacy and scientific communication skills among the study sample, indicating the potential of active and embodied learning approaches.
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