How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

Autor/in	Hugerat, Muhamad
Titel	How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment
Quelle	In: Learning Environments Research, 19 (2016) 3, S.383-395 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9212-y
Schlagwörter	Science Instruction; Active Learning; Student Projects; Learning Strategies; Classroom Environment; Middle School Students; Grade 9; Arabs; Foreign Countries; Teaching Methods; Conventional Instruction; Comparative Analysis; Questionnaires; Student Attitudes; Student Satisfaction; Teacher Student Relationship; Experimental Groups; Control Groups; Science Projects; Israel + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Schulprojekt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Klassenklima; Unterrichtsklima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Arab; Araber; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Science; Project; Wissenschaft; Projekt
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01