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ERIC Number: EJ1113776
Record Type: Journal
Publication Date: 2016-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1387-1579
How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment
Hugerat, Muhamad
Learning Environments Research, v19 n3 p383-395 Oct 2016
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students' perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher-Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A