Teaching and Learning about Bee Extinction through Project-Based Learning (PBL): Its Impact on the Classroom Climate (CL) among Eighth Grader Students
2. Project-Based Learning (PBL)
2.1. The Purposes of the Research
- Expose students to the importance of biodiversity and environmental education and teach students the topic of biodiversity in a project-based learning method.
- Compare the classroom climate between the two groups before and after the activity:
- Examine how learning about biodiversity by a project-based learning method affects the classroom atmosphere.
2.2. The Research Question
- The classroom climate is more positive in the experimental group, i.e., the group whose learning was based on PBL projects compared to the control group, i.e., the group that studied by the standard method.
2.5. Research Tools
2.6. Research Variables
2.7. Research Process
- Dividing the subject of biodiversity into study units (See Appendix A):
- Lesson One: Opening the lesson with the question: How Does Bee Extinction Affect the World? Prepare a presentation with videos on the topic and have a discussion with the students on this topic.
- At the end of the lesson, I will divide the students into 4 groups; each group will explore one of the following topics:
- Group 1: Bee dances.
- Group 2: Beehive structure and honey formation.
- Group 3: Factors affecting bees.
- Group 4: The effect and importance of bees on plants.
- Lesson Two: This lesson is a continuation of the first lesson that takes place in the computer room; it gives students an opportunity to search for information together.
- Lesson three: Collecting data from students and summarizing.
- Lesson Four: A trip with students to where bees live, and hear important information from experts on this subject.
- Lesson Five: Classroom discussion of all the things learned and suggestions for a school project.
- Lesson Six: Presenting the project.
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Detailed Lesson Plans
Appendix A.1. First Lesson (45 min)
Appendix A.2. Second Lesson (45 min)
Appendix A.3. Third Lesson (45 min)
Appendix A.4. Fourth Lesson (45 min)
Appendix A.5. The Fifth and Sixth Lessons (90 min)
Appendix A.6. Seventh Lesson (45 min)
Appendix A.7. Eighth and Ninth Lessons (90 min)
Appendix A.8. Tenth Lesson (45 min)
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|Experimental Group (n = 31)||Control Group (n = 28)|
|Cohesion of Students||4.5645||0.32894||2.4107||0.42608||21.85||0.000|
|General Learning Atmosphere||4.5088||0.17339||2.5398||0.15225||46.13||0.000|
|Before (n = 31)||After (n = 31)|
|Cohesion of Students||2.9194||0.43964||4.5645||0.32894||−16.868||0.000|
|General Learning Atmosphere||2.6433||0.28389||4.5088||0.17339||−34.368||0.000|
|Before (n = 28)||After (n = 28)|
|Cohesion of Students||2.3304||0.54456||2.4107||0.42608||−0.607||0.549|
|General Learning Atmosphere||2.4449||0.15982||2.5571||0.34149||−2.859||0.008|
|Question||Students’ Answers-Pre||Students’ Answers-Post|
|What do you know about the role of bees in nature? Was the issue of bees discussed before and at any stage or lesson?||Student A: I know that bees play a role in absorbing nectar from flowers and in making honey, but we didn’t discuss it in class.|
Student B: There was no discussion, but I know about bees from the general information in the biology class
Student C: The role of bees is to pollinate flowers; it was not discussed in class.
Student D: As far as I know, bees pollinate flowers and make honey, but I do not remember that we discussed this issue this year.
|Student A: After participating in the project, I learned more about the role of bees in preserving nature.|
Student B: While working on the project, my colleagues and I were exposed to the topic of the importance of biodiversity through the bee project.
Student C: After learning through the project, I felt that it became my duty to be effective in preserving bees because of their importance to the planet in general.
Student D: During the project, the teacher explained to us the importance of bees, so my friends and I decided to be more active and involved in bee conservation.
|How do human activities affect bees as a special element, and biodiversity in general in preserving humanity?||Student A: Man affects bees in a negative way, I think because he takes away the honey on which the bees work.|
Student B: It affects them badly, which leads to a reduction in their number, because man takes honey from bees and if he did not take it, there would be a lot of honey and the bees would not need to pollinate the flowers so much.
Student C: A person takes honey from beehives and modifies it in special factories. Sometimes a person takes materials and resources from animals or plants that he is not supposed to take, but he takes them to make some materials he likes, and for this purpose, he takes materials and resources from animals or plants.
Student D: There are many people who kill bees and this affects the biological diversity because man takes honey from bees, and if he did not take it, there would be a lot of honey and bees would not need to pollinate again, all plants will die, and the air would not be renewed.
|Student A: After we were exposed to the project, we were surprised by the negative role humans play in preserving the environment through the issue of bees.|
Student B: The project revealed to us that we do not know much about our natural environment, especially bees.
Student C: During our field visit to the living environment of bees in the apple fields, the interaction of nature’s elements with its surrounding environment became clear to us and consequently, the importance of animal and plant survival.
Student D: My colleagues and I decided to work together to spread awareness of the issue of the importance of bees and their role in the continuity of life on this planet.
|What practical steps will you take on a personal or group scale to enhance your role in biodiversity conservation?||Student A: I don’t know, but I would publish material to motivate others. I would publish the benefits of bees, which I know, but unfortunately, I do not know anything about this issue.|
Student B: Do not pick plants, so that they can multiply, and do not pick flowers.
Student C: I don’t know, but we will gather a group from our school classes and go to several schools where young people learn to conserve biodiversity.
Student D: I have no idea, but we must preserve our environment, for example, by not throwing excrement on the ground.
|Student A: During our work on the project, my friends and I agreed to build a website to raise awareness among students and parents about the importance of biodiversity for the survival of humanity.|
Student B: Through the project, we learned about the importance of bees, and that is why we decided to visit places where bees are located, to encourage farmers to continue taking care of bees and pass them on to future generations.
Student C: While working on the project, we prepared lessons and models about biodiversity with the help of computers and science teachers and passed on this information to the rest of the students in the school.
Student D: We, the students, agreed with the science teachers to build an educational program through which specialists in the fields of biological awareness would be invited.
|Did you know that biodiversity in science lessons has an impact on our behavior regarding preserving the environment?||Student A: Yes, because we know the outcome of all work that we do, and what are its negative and positive effects on the environment.|
Student B: No, I didn’t know that, but I would like to learn about this in the future.
Student C: Yes, because we must preserve the environment in which we live, since it is a dirty environment, and we must contribute to cleaning it up.
Student D: Yes, it has an impact on our behavior in terms of preserving the environment from pollution so that animals will not be harmed.
|Student A: Yes, because after the project was fully implemented, we felt that we should play a primary role in preserving biological diversity.|
Student B: We learned about the subject, which revealed to us how important it is to pay attention to other free-living animals such as sparrows, sea turtles, and others...
Student C: After learning about the project, we became more interested in topics related to biodiversity, and we were asked to participate in the bird program.
Student D: In conjunction with the subject teacher as well as the language and drama teachers, we agreed to formulate a play that shows the importance of the topic of biodiversity in preserving the planet.
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Asli, S.; Abu-Alhiga, R.; Algmal, S.; Hugerat, M. Teaching and Learning about Bee Extinction through Project-Based Learning (PBL): Its Impact on the Classroom Climate (CL) among Eighth Grader Students. Sustainability 2022, 14, 7477. https://doi.org/10.3390/su14127477
Asli S, Abu-Alhiga R, Algmal S, Hugerat M. Teaching and Learning about Bee Extinction through Project-Based Learning (PBL): Its Impact on the Classroom Climate (CL) among Eighth Grader Students. Sustainability. 2022; 14(12):7477. https://doi.org/10.3390/su14127477Chicago/Turabian Style
Asli, Sare, Riad Abu-Alhiga, Shafea Algmal, and 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 14, no. 12: 7477. https://doi.org/10.3390/su14127477