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Learning Environments Research

Erschienen in:

23.05.2016 | Original Paper

How teaching science using project-based learning strategies affects the classroom learning environment

verfasst von: Muhamad Hugerat

Erschienen in: Learning Environments Research | Ausgabe 3/2016

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Abstract

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.

Vorheriger Artikel The goals of science museums in the eyes of museum pedagogical staff

Nächster Artikel Classroom management, school staff relations, school climate, and academic achievement: testing a model with urban high schools

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Titel: How teaching science using project-based learning strategies affects the classroom learning environment
verfasst von: Muhamad Hugerat
Publikationsdatum: 23.05.2016
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 3/2016
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-016-9212-y

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