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Teaching and Learning about Bee Extinction through Project-Based Learning (PBL): Its Impact on the Classroom Climate (CL) among Eighth Grader Students

Author

Listed:
  • Sare Asli

    (The Institute of Science Education, Galilee Society, Shefa-Amr 2020000, Israel
    The Institute of Applied Research, Galilee Society, Shefa-Amr 2020000, Israel
    Science Education Department, Al-Qasemi Academic College, Baka EL-Garbiah 3010000, Israel
    Evolution Institute, Haifa University, Haifa 3498838, Israel)

  • Riad Abu-Alhiga

    (Science Education Department, Ministry of Education, Jerusalem 95464, Israel
    Science Education Department, The Academic Arab College for Education, Haifa 3262320, Israel)

  • Shafea Algmal

    (Science Education Department, Ministry of Education, Jerusalem 95464, Israel)

  • Muhamad Hugerat

    (The Institute of Science Education, Galilee Society, Shefa-Amr 2020000, Israel
    The Institute of Applied Research, Galilee Society, Shefa-Amr 2020000, Israel
    Science Education Department, Ministry of Education, Jerusalem 95464, Israel
    Science Education Department, The Academic Arab College for Education, Haifa 3262320, Israel)

Abstract

Environmental education is essential in order to curb the current dramatic loss of biodiversity. Students’ commitment to protect local biodiversity is an important goal of education in order to develop and promote sustainable environmental education elsewhere. The main focus of biodiversity education has been to create the knowledge, interest, and skills needed to solve various problems in biodiversity with respect to the local context. This study, which investigated 8th grade students who were taught by the project-based learning (PBL) method, sheds light on the subject of biodiversity (specifically bee extinction); it shows its impact on the classroom climate (CL). This method combines many activities on the subject of bee extinction, such as extracurricular learning and watching videos, in addition to classroom activities where bee extinction is learned experientially; its impact on the CL was investigated. The research tool used was a structured questionnaire (WHIMC; What Happened In My Class); it consisted of 35 questions that examined students’ perceptions of the CL when they learned an entire study unit on bee extinction by the PBL method. The research results indicated that the PBL method, used in studying bee extinction, after performing the activity in all of its dimensions, had a very positive effect on the CL for the experimental group (N = 62), but not among the students in the control group, i.e., the group that continued to study by the traditional teaching method. This was shown, for example, regarding social cohesion (t (57) = 21.85; p < 0.001); students’ perceptions in the experimental group (M = 4.56; SD = 0.32) were more positive than their perceptions in the control group (M = 2.41; SD = 0.42).

Suggested Citation

  • Sare Asli & Riad Abu-Alhiga & Shafea Algmal & Muhamad Hugerat, 2022. "Teaching and Learning about Bee Extinction through Project-Based Learning (PBL): Its Impact on the Classroom Climate (CL) among Eighth Grader Students," Sustainability, MDPI, vol. 14(12), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7477-:d:842483
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    References listed on IDEAS

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    1. Yiannis Georgiou & Andreas Ch. Hadjichambis & Demetra Hadjichambi, 2021. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature," Sustainability, MDPI, vol. 13(5), pages 1-29, March.
    2. Stuart L. Pimm & Peter Raven, 2000. "Extinction by numbers," Nature, Nature, vol. 403(6772), pages 843-845, February.
    3. Gallai, Nicola & Salles, Jean-Michel & Settele, Josef & Vaissière, Bernard E., 2009. "Economic valuation of the vulnerability of world agriculture confronted with pollinator decline," Ecological Economics, Elsevier, vol. 68(3), pages 810-821, January.
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