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

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).

1. Introduction

The main objectives of environmental education for sustainable development are to improve students’ environmental awareness, values, and attitudes as well as to achieve positive behavioral changes and improve students’ participation in the decision-making process. The issue of environmental education highlights several other important points in order to increase environmental awareness: teacher training programs, curricula based on activities, a multidisciplinary approach, and innovative teaching methods [1,2,3]. Achieving environmental behavior changes is not easy; therefore, research in environmental pedagogy has focused on several steps such as environmental knowledge, environmental awareness, biodiversity, or an environmental approach [4,5,6]. Some researchers have also used models, linear models in the US and sociological models; altruism, empathy, and social behavioral models, as well as the pro-environmental behavioral model (EDM), in order to achieve behavioral changes [1,7,8,9].

Biodiversity should be thought of in a number of different ways. We first began to examine it through the overall perspective of evolutionary time [10]. Other ways to observe biodiversity are as a characteristic of natural communities and as global and collective entities [11]. Although the number of species described today is on the order of 1.4 million, the big question is how many species are there all together? Current estimates of the total number of species range from 10 to 100 million. One can break it down and look at certain aspects of global summaries, such as the higher plant variety, the number of species, or expressed as absolute weight (biomass) [12].

The degree of knowledge about biodiversity varies with both the location and the taxonomy (the classification of groups of organisms) [13]. Many studies suggest that biodiversity may be particularly important for multiple purposes of the ecosystem, since different species with different traits may contribute to different functions. In human-transformed landscapes in the tropics, biodiversity may play a limited role in the multiple purposes of the ecosystem due to the greatest impact of species dominance on biochemical functions. However, given the spatial and temporal turnover in species dominance, biodiversity may be extremely important for the maintenance and durability of ecosystem functions [14]. Although there is an abundance of empirical studies that point to the negative consequences that occur if an ecosystem loses biodiversity, much debate remains about the existence, power, and importance of those patterns in natural systems [15].

The benefits of biodiversity for humans are different, and essential services provided to society include material products such as food, wood, medicine, and fiber. These benefits include various services that support ecological functions such as flood control, climate regulation, the nutritional cycle, maintaining hydrological cycles, water and air purification, as well as soil formation and soil storage [16,17,18]. In addition, there are cultural, social, aesthetic, and ethical values [19]. Pollination and pest control, carbon closure, and storage are needed to ensure long-term benefits from nature by providing resilience to disturbances and environmental changes [20,21], and other economic and social contributions vital to humans [22,23].

In Israel, as in the world at large, the decline of biodiversity largely results from accelerated development, increased population, and the resulting destruction of habitats. Although about 20 percent of Israel’s land areas are preserved within declared nature reserves, most of them are located in Israel’s desert areas. There are about 51,000 living species in Israel; one of them is the wild bee. Watson et al. [24] listed some 1,750,000 living described species, based on several sources, as the total global biodiversity. According to this account, Israel’s biodiversity (including viruses) comprises about 3 percent of the global biodiversity. This rich biodiversity is largely attributed to the two species-rich seas around Israel.

The role of native, wild bees as crop pollinators may be substantial, but it is more debated than is their importance in natural ecosystems. Non-Apis species are equally effective or better pollinators than are honey bees for many crops. The challenge in using these species for crop pollination is not quality but rather, quantity, and management techniques exist only for a small number of non-Apis taxa. Wild, unmanaged native bees also provide crop pollination as an ecosystem service. Unmanaged bees alone can fully pollinate crops in some agricultural contexts and are frequent flower visitors in others, thereby contributing to meeting the crop’s pollination needs. In addition, when honey bees are present, native bees can enhance honey bees’ effectiveness. The role of native bees as crop pollinators helps to generate support for bee conservation [25,26].

There is an urgent need to reduce human impacts on biodiversity in different countries and to recognize the importance of biodiversity. There is a growing array of national, regional, and international policy mechanisms aimed at biodiversity conservation [27], the creation of protected areas, species protection, and recovery measures for endangered species, ecosystem restoration, out-of-site conservation services as well as considering their integration. Regarding the conservation of biodiversity, management methods in areas such as agriculture, forestry, and fishing, the perception of benefits by local communities, public awareness, communication and education, a combination of biodiversity conservation and development are some of the actions that should be taken including biodiversity conservation [17].

Awareness can be defined as fear and intelligent interest in a situation or development or knowledge or perception of a situation or fact or sensitivity to the environment and its problems [28,29]. Awareness of biodiversity conservation means that people are aware of the impact of human behavior on biodiversity [29,30]. Thus, awareness of biodiversity conservation addresses people’s concerns about biodiversity and the steps that should be taken for biodiversity conservation.

In this study we exposed students to the issue of biodiversity by teaching about the role and importance of bees in the wild for maintaining biodiversity; this was achieved through project-based teaching and learning in order to make significant changes in the classroom climate.

2. Project-Based Learning (PBL)

Project-based learning (PBL) can be briefly defined as a model that organizes learning around projects [31,32]. Thomas [31] outlined five main criteria for a project-based learning method: In project-based learning, projects are central, not peripheral to the curriculum. They focus on questions or problems that “motivate” students to learn the key concepts and principles in a field; they involve students in constructive inquiry, are guided by students to a considerable extent, and the projects are realistic [33,34].

Thomas [31] defined the positive side effects of project-based learning for students as developing positive attitudes toward their learning process, work routines, problem-solving abilities, and self-esteem. Similarly, Green [35] and Hugerat [33] suggested that participants in project-based learning would learn better and be more active in their learning. Preuss [36] and Hugerat [33] noted that as students complete their projects, they individually reflect on their experiences in project-based learning processes. In addition, students understand similarities between what they learn and what happens outside the school walls [33,37,38].

A positive “classroom climate” is an integral part of motivating students to achieve meaningful learning. It strongly contributes to students’ academic achievement and, likewise, to students’ ability to express themselves freely [39]. A properly managed classroom can help achieve a quality education in a stimulating environment. Because of this importance, understanding how to establish and maintain a positive classroom climate has gained great importance in educational management research [40,41]. The importance of properly perceiving the classroom climate is a significant predictor of school improvement, student engagement, behavior, self-efficacy, achievement and social and emotional development, primary leadership style, the stages of education reform, teacher burnout, and the overall quality of school life [33,40,42]. Some studies have found a strong correlation between achievement levels and classrooms that are perceived as having more cohesion and goal orientation and less disorganization and conflict [43,44]. Thus, an integral part of the classroom climate depends on the atmosphere that promotes learning for each learner [45].

Thorber and Colette [46] summarized some of the benefits of scientific projects: they raise scientific concerns, provide curiosity, promote skills for scientific research and problem solving, practice critical thinking, encourage independent thinking, develop an appreciation for scientists and their work, as well as help students internalize scientific principles. Individuals must grow to their highest potential and increase their self-confidence. Opportunities should be provided to train individuals in the use of scientific tools and methods, and to promote the use of leisure time for productive work [33] (Hugerat, 2016).

We know that the learning process brings about a desirable change in learner behavior. Thus, if the purpose of assessment is to measure the effectiveness of the teaching and learning process, it is essential to determine the nature of the desired change in students’ behavior as a result of their studies in science. It is not enough for students to be oral or for them to only listen to their lessons. They must change their behavior as a result of the information and skills acquired from their studies [47]. It is therefore expected that the science learned using the project-based method will lead to behavioral changes that positively reflect educational achievement and classroom social relationships as a result of changes in students’ thoughts, habits, attitudes, and preferences according to the goals of teaching this material [35,48,49]. It is therefore necessary to identify the strengths and weaknesses in the teaching process in order to correct mistakes and take action to correct them so that the teaching can be directed to achieve the desired goals. The aim of our study was to investigate how learning science through project-based teaching strategies affects students’ perceptions of the climate in the scientific classroom [33].

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:

One group studied by a standard method “control group”; here, the students learned the subject of biodiversity-extinction of bees in the traditional frontal teaching method. According to this method the teacher is the main source of knowledge, and he has an active role. It imparts the information to the student who is perceived as a passive receiver. Thus, he controls the class discourse by determining the topics of discussion, determining the time devoted to them, and the questions to be asked during the lesson. The role of the student is to remember the material and memorize it to extract it from his memory during a test.

The other group “experimental group” studied the subject of biodiversity-extinction of bees by the project-based learning (PBL) method.

• Examine how learning about biodiversity by a project-based learning method affects the classroom atmosphere.

2.2. The Research Question

Whether and how the method of teaching the subject of bee extinction (a topic chosen in biodiversity), through PBL will affect the classroom climate among science students.

2.3. Hypothesis

• 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.

2.4. Methodology

Study participants: The study participants consisted of eighth grade students at a junior high school in the north of the country; the control group “standard method” consisted of 28 students and the experimental group “PBL method” consisted of 32 students. Both groups are in a homogeneous state and for the study to be reliable we chose two groups where the students are in the same socioeconomic state and with a similar level of achievement in their studies.

2.5. Research Tools

The present study is a mixed study (quantitative and qualitative). the quantitative method, a questionnaire (What Happened in My Class (WHIMC)) aimed at examining the classroom climate in science classes, among students. The questionnaire was taken from the articles of Afari et al. [50] and Hugerat [33]. In order to examine the learning environment in the classroom as perceived by the students. The questionnaire contains 35 statements rated on a 5-grade Likert scale ranging from 1 = very little to 5 = very much and divided into 7 factors: student cohesion, teacher support, involvement, cooperation, fairness, personal relevance, and material environment. The score in each index consists of the average of the item scores. Alpha Cronbach scores for reliability testing as internal traceability were high in all factors, and the value for a general learning environment was particularly high (0.94).

We also completed our investigation with quality data because it is more authentic and deals with the students’ learning experience. A structured interview (semi-structured questionnaire) was also conducted pre- and post-implementation. Students were asked to give their opinions regarding the topic they studied and the method of study. The students from the two groups (experiment and control) selected to participate in the interview were carefully selected by the researcher who has skills and reliability in scientific research and has many years of experience in this matter. The selected students actively participated in their method and therefore their answers reflect full transparency about the method asked about. Qualitative data were collected regarding the students’ questions and responses pre- and post-implementing the experimental and control method, during the activity. The students’ statements pre- and post-project were collected and analyzed, to link them with the quantitative results.

2.6. Research Variables

Independent variable: Study the subject of bee extinction (selected topics in biodiversity) through PBL.

Variable Depends: Classroom Climate.

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.

3. Results

The aim of the present study was to examine how learning about biodiversity by a project-based learning method affects the classroom climate.

To determine whether the classroom climate is more positive in the experimental group, i.e., the learning method was based on PBL projects, compared to the control group, i.e., the group studied by the standard method. Student’s t-tests were performed on independent samples and the results are shown in

Table 1. Averages and standard deviations of climate dimensions according to the study group (n = 57).

	Experimental Group (n = 31)		Control Group (n = 28)
	M	SD	M	SD	t(118)	p
Cohesion of Students	4.5645	0.32894	2.4107	0.42608	21.85	0.000
Teacher Support	4.3419	0.33939	2.6143	0.34824	19.285	0.000
Involvement	4.471	0.25059	2.5214	0.34141	25.17	0.000
Collaboration	4.5484	0.24203	2.6357	0.30333	26.893	0.000
Fairness	4.5742	0.25686	2.6429	0.35842	23.961	0.000
Personal Relevance	4.4968	0.29607	2.4429	0.37852	23.332	0.000
Material Environment	4.5032	0.34975	2.45	0.37565	21.74	0.000
General Learning Atmosphere	4.5088	0.17339	2.5398	0.15225	46.13	0.000

.

Table 1 shows that there is a significant difference in the perception of the classroom climate between the two groups regarding social cohesion (t (57) = 21.85; p < 0.001); the perceptions of the students in the experimental group (M = 4.56; SD = 0.32) are more positive than those in the control group (M = 2.41; SD = 0.42). In addition, Table 1 shows that a significant difference exists in the perception of the classroom climate between the two groups regarding the dimension of teacher support (t (57) = 19.28; p < 0.001); the perceptions of the students in the experimental group (M = 4.34; SD = 0.39) are more positive than those in the control group (M = 2.61; SD = 0.34).

Table 1 shows that a significant difference exists in the perception of the classroom climate between the two groups regarding all dimensions. Apparently, there is a significant difference in classroom perception between the two groups regarding the dimensions of involvement, cooperation, fairness, personal relevance, and material environment.

In conclusion, apparently there is a significant difference in the perception of the classroom climate between the two groups regarding the dimension of the general learning atmosphere: students’ perceptions in the experimental group (M = 4.508; SD = 0.17) are more positive than those in the control group (M = 2.53; SD = 0.15).

To determine whether the classroom climate was more positive in the experimental group, after performing the activity, a student’s t-test was used for the dependent samples; the results are presented in

Table 2. Averages and standard deviations of the climate dimensions in the experimental group before and after teaching by the PBL method Experimental group (n = 31).

	Before (n = 31)		After (n = 31)
	M	SD	M	SD	t(30)	p
Cohesion of Students	2.9194	0.43964	4.5645	0.32894	−16.868	0.000
Teacher Support	2.9032	0.65497	4.3419	0.33939	−11.096	0.000
Involvement	2.3677	0.61122	4.471	0.25059	−16.633	0.000
Collaboration	2.3742	0.47537	4.5484	0.24203	−22.905	0.000
Fairness	2.9548	0.34141	4.5742	0.25686	−20.965	0.000
Personal Relevance	2.4194	0.52244	4.4968	0.29607	−21.008	0.000
Material Environment	2.7355	0.39119	4.5032	0.34975	−20.784	0.000
General Learning Atmosphere	2.6433	0.28389	4.5088	0.17339	−34.368	0.000

.

Table 2 shows that a significant difference exists in the perception of the classroom climate regarding the measurement before applying the PBL method and the measurement after applying the method concerning social cohesion (t (30) = −16.868; p < 0.001). Students’ perceptions after applying the method (M = 4.56; SD = 0. 32) were more positive than their perceptions before applying the method (M = 2.919; SD = 0.439).

In addition, a significant difference exists in classroom perception regarding the measurement before applying the PBL method and the measurement after applying the method concerning teacher support: students’ perceptions after applying the method (M = 4.34; SD = 0.33) were more positive than their perceptions before applying the method (M = 2903; SD = 0.654).

Table 2 shows that a significant difference exists in classroom perception regarding the measurement before applying the PBL method and the measurement after applying the method regarding involvement, cooperation, fairness, personal relevance, in a material environment. Students’ perceptions after applying the method were more positive than their perceptions before applying the method.

In conclusion, a significant difference exists in the perception of the classroom climate regarding the measurement before applying the PBL method and the measurement after applying the method regarding all dimensions. In a general learning environment students’ perception after using the method (M = 4.508; SD = 0.173) were more positive than their perceptions before using the method (M = 2.643; SD = 0.283).

To determine whether the perceptions of the control group, after performing the classroom activity, do not differ from their perceptions before, a T-test was used for the dependent samples (see

Table 3. Averages and Standard Deviations of the Climate Dimensions in the Control Group, Before and After performing the classroom activity (n = 28).

	Before (n = 28)		After (n = 28)
	M	SD	M	SD	t(27)	p
Cohesion of Students	2.3304	0.54456	2.4107	0.42608	−0.607	0.549
Teacher Support	2.5786	0.36652	2.5786	0.36652	−0.43	0.67
Involvement	2.3571	0.35842	2.6143	0.34824	−1.674	0.106
Collaboration	2.6714	0.39708	2.3571	0.35842	0.427	0.673
Fairness	2.5571	0.34149	2.5214	0.34141	−0.918	0.367
Personal Relevance	2.3214	0.29484	2.6714	0.39708	−1.587	0.124
Material Environment	2.1286	0.41887	2.6357	0.30333	−3.553	0.001
General Learning Atmosphere	2.4449	0.15982	2.5571	0.34149	−2.859	0.008

).

Table 3 shows that no significant difference exists in the class climate perception regarding the measurement before and the measurement after, concerning social cohesion (t (27) = −0.607; p > 0.05). The perceptions of the students regarding the measurement after (M = 2.33; SD = 0.54) were not more positive than their perceptions before (M = 2.41; SD = 0.42). In addition, no significant difference exists in classroom perceptions regarding the measurement before and the measurement after concerning the teacher-supported control group. The students’ perceptions regarding the measurement after (M = 2.57; SD = 0. 366) were not more positive than their perceptions before (M = 2.57; SD = 0.36).

Table 3 also shows that no significant difference exists in classroom perceptions regarding the measurement before and the measurement after in the control group in most dimensions: involvement, cooperation, fairness, personal relevance, and in the material environment. Students’ perceptions in post-measurement were not more positive than their perceptions before. Additionally, in a general learning environment, students’ perceptions regarding the measurement after (M = 2.44; SD = 0.15) were not more positive than their perceptions before (M = 2.55; SD = 0.34).

As well as the quantitative data produced by the questionnaires, a structured interview was conducted; students were asked to give their opinions about the topic they studied and the method of study. For this purpose, four students from each group (experimental and control) were interviewed. The interview was aimed at reinforcing the findings obtained in the structured questionnaire and hearing more students talk and express themselves about the topic and the method of study (

Table 4. Students’ answers (pre- and post-) to questions about the topic they learned about bees and their importance to nature.

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.

). We present the students’ response in a semi-structured interview in order to strengthen or clarify the quantitative results we received from the questionnaire. In the upcoming article we will build and analyze a coding system for interpreting students’ responses.

Common answers from the students that studied bee extinction through project-based learning (PBL) indicate that many students are very interested in the science lessons. Implementation of the PBL method, however, improved students’ attitudes toward science and its study. The students’ answers indicate their attitudes in all the factors; specifically, they indicate that there is full agreement among all students that studying the subject “bee extinction” through the PBL method changed their attitudes regarding the close environment. This result reinforced the quantitative findings, which showed that a difference exists in the attitudes of students who studied by the PBL method, i.e., the experimental group, compared to the attitudes of students who studied by the conventional method (without PBL), i.e., the control group.

4. Discussion

The subject of biodiversity is one of the important subjects taught in many classrooms and especially in high school and this subject is also required for matriculation in Israel; therefore, it is very important that teachers know how to prepare and successfully teach this subject. There are many innovative teaching methods that teachers must use so that their students will succeed in learning the material. In addition, the learning climate greatly affects the students and their achievements; therefore, it is very important that the classroom climate will be as positive as possible. As mentioned, one of the most innovative teaching methods and especially for learning various topics in science is the project-based learning method, which combines many activities such as extracurricular learning and watching videos, in addition to many classroom activities.

A study conducted by Kizkapan and Bektas [51] aimed to investigate whether a project-based learning approach significantly affected the academic achievement of seventh graders regarding the structure and characteristics of the material. Kizkapan and Bektas [51] concluded that the age of the students affects their perceptions and attitudes regarding the use of different teaching methods because in this study it became clear that seventh grade students were not influenced by the project-based learning method; however, in our study the project-based learning method positively affected eighth grade students.

According to the results that we describe, differences were found between the two groups and within the groups before and after the activity, i.e., after students studied by the project-based teaching method, which is considered an innovative teaching method and positively affects the students and the learning atmosphere in the classroom. This stems from the increase in motivation among the students in the classroom; therefore, one can conclude that the project-based learning method increases motivation among the students and makes them more active in class and improves the learning climate. Importantly, the learning climate in the control group did not change at all because the teaching method did not change.

In the present study, apparently there is a significant difference in the perception of the classroom climate between the two groups regarding the dimension of the general learning climate: students’ perceptions in the experimental group (M = 4.508; SD = 0.17) are more positive than those in the control group (M = 2.53; SD = 0.15) (see Table 2). According to [52], PBL is an innovative approach to learning that teaches a plethora of critical strategies for success in the twenty-first century. Students motivate their learning through inquiry, as well as working collaboratively with research and create projects that reflect their knowledge. From picking up new and sustainable technological skills, to becoming skilled at communicating and solving advanced problems, students enjoy this approach to teaching.

In addition, a significant difference exists in classroom perception regarding the measurement before applying the PBL method and the measurement after applying the method concerning teacher support: students’ perceptions after applying the method (M = 4.34; SD = 0.33) were more positive than their perceptions before applying the method (M = 2903; SD = 0.654). The research of Siswono [53] supports the results of this study; it found that the PBL technique is effective in imparting high-level behaviors. Furthermore, this technique can help students acquire skills such as teamwork in an effective field and the ability to share information, skills, and emotions. Studies in Israel and abroad support these arguments [33]. The most important characteristic of the PBL technique is the formulation of creative thinking by a student or students in classroom environments, which examined whether teaching a course using the PBL technique significantly affects students’ views on cognitive, emotional, and psychomotor domains. The average cognitive domain score in the group using the project-based technique was found to be significantly higher than the average in the second group. Based on these findings, it can be concluded that the project technique is effective in reaching cognitive goals and in the psychomotor field in social studies.

Furthermore, the Holubova [54] paper presented the research results of new effective teaching methods in physics and science. It became clear that there is a need to educate pre-service teachers in approaches that emphasize the importance of students’ activities and in their ability to create an interdisciplinary project. Project-based physics teaching and learning appear to be one of the most effective methods to teach science for comprehension and understanding. Therefore, it is necessary to provide teachers with adequate training (seminars) and to prepare sample projects with suggestions on how to develop, operate, and evaluate interdisciplinary projects [54].

The Genc study [55] aimed to investigate the impact of project-based learning on students’ attitudes toward the environment. In a study conducted on 39 students taking the “Environmental Education” course, changes in attitudes toward the environment were examined among students who developed projects on environmental issues. After learning about basic environmental concepts and project-based learning, students engaged in group work to develop projects related to environmental issues. The projects developed were presented with the aim of informing the students. According to the results of the study, although no significant gender difference was found regarding environmental attitudes, project-based learning had a positive effect on students’ environmental attitudes. In our study, a general learning environment, students’ perceptions after teaching and learning about bee extinction as an environmental education project (PBL) (M = 4.508; SD = 0.173) were more positive than their perceptions before using the method (M = 2.643; SD = 0.283).

In the present study we designed a complete study unit on the subject of biodiversity, where students learned the subject of bee extinction through PBL. The results of the project clearly show significant change of classroom climate in all dimensions (Table 2 and Table 3). The results of our study are in full accordance with the study of Movahedzadeh et al. [56] (2012) who demonstrates the benefits of redesigning a standard molecular biology course to create a more effective learning environment. Using the PBL method, students showed improvement in the areas of self-confidence, technical skills in the laboratory, and interest in areas related to STEM; the students especially showed a high level of performance and satisfaction [56].

The Rumahlatu and Sangur [57] descriptive study describes senior high school students’ improvement in their meta-cognitive ability and their understanding of the concept of biodiversity learned through a project-based learning strategy. The results indicated that there was an increase in the high school students’ meta-cognitive ability and in their understanding of the concept of biodiversity. Based on the results of different studies [57,58,59], it can be concluded that project-based learning strategies can be applied to biological learning, especially concepts of biodiversity. The results of Rumahlatu and Sangur [57] greatly reinforce the results of our study which indicate that significant difference exists in the perception of the classroom climate regarding the measurement before applying the PBL method and the measurement after applying the method regarding all dimensions.

We can therefore conclude that the project-based learning method is an effective and very good method and that it positively affects the students and the learning climate in all areas; therefore, it is very important that teachers incorporate and use innovative teaching methods like project-based learning to help their students’ progress and achieve good results.

5. Conclusions

In this study we examined the impact of learning on selected topics in biodiversity through the project-based learning method and investigated its impact on the classroom climate between two groups that learned the subject differently (the PBL method and the traditional learning method). The findings that emerged indicate that the project-based learning method has a very positive effect on the learning atmosphere; it was found that the learning atmosphere was more positive after the activity was performed in all its dimensions. Moreover, in the same group, the learning atmosphere improved among the students in the experimental group, but among the students in the control group, i.e., the group that continued to study by the normal teaching method, the learning atmosphere did not change and remained low, i.e., a negative learning atmosphere relative to the experimental group.

It is therefore very important that every teacher be updated on new teaching methods like the project-based learning method and apply them in class and that the learning be based on problems. There are many more methods that positively affect students and the learning atmosphere. To be good, successful, and innovative, teachers must use all the new tools and innovative teaching methods that are currently available to them as well as explore new methods.