Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science

Abstract

Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.