New Perspectives in Science Education

This study included 120 students in grade nine from two different middle schools. 60 students from the first school learn science based on the traditional method of teaching and the rest of the students from the second middle school adopted the method of projects-based teaching of science. These classes were heterogeneous in both schools, as it includes students from all levels such as high achievers, average and low educational attainment. 

The research tool was a questionnaire containing 40 statements that examined the students' perception of the climate in the science classes using the traditional method of teaching science versus the project-based method.

The study results are as follows: students using scientific project-based method enjoy science lessons more than those using traditional method. In addition, the student-teacher relationship prevailing during the project- based lessons was better than the traditional lessons. Also tension was much less during the project- based lessons.  Thus, the overall classroom climate prevailing during the project-based was better than traditional lessons. No differences were found in the two dimensions:  'student - student relationship' and 'competition'.

On the other hand, a positive relationship with statistical significance was detected between the types of the classroom climate (enjoyment, student - student relationship, student - teacher relationship, competition and the general classroom climate) and the educational achievement of students. A statistically significant negative correlation was detected between tension and educational achievement.