This study aimed to unravel the effect of active learning on developing creative thinking skills and academic performance or achievement from the perspective of a Life and Earth Sciences’ teacher. However, in her study, the research student took a quantitative analysis approach where the field research results showed and proved the existence of overlapping, and complex factors and variables that helped clarify the hindering struggles that Life and Earth Sciences’ teachers face in adopting the active-learning method which may explain the understanding issues that the students face, as well as the academic performance problems that get in their ways. The data obtained from this research may help in monitoring the main causes and factors that greatly contribute to pushing Life and Earth Sciences’ teachers to adopt a traditional-learning strategy which is based on passive teaching away from involving students in the process of building their knowledge. Through the obtained data from a survey that was conducted with the teachers that teach Life and Earth Sciences, we reached the following conclusions: - The poor training of Life and Earth Sciences’ teachers in active learning strategies, overcrowding of classrooms, absence of pedagogical means, and the commitment of the curriculum by itself are all factors given by teachers that explain why they don’t resort to using active-learning methods.- According to the teachers that are part of the research sample, they don’t see active-learning strategies have an effect in academic performance or achievement, because the traditional-learning strategy has been resulting in the making of brilliant students.- The lack of awareness of creative thinking skills when it comes to Life and Earth Sciences’ teachers came to light.

This study aimed at knowing the extent of the impact of the project-based learning of understanding scientific concepts on second year middle school students, and Physics was chosen as a model of teaching. The case study samples reached 123 students and they were distributed as follows: The Experimental group formed of 44 student, The First Control group formed of 44 students, and The Second Control group formed of 44 students as well. To achieve the objectives of the study, The Experimental group and both The Control groups underwent an advanced collecting test, and another collecting test was taken by all groups after, with no exception. The results showed that there is a statistically significant difference for The Experiment group and the Second Control group, which emphasizes on the authenticity of the hypothesis and indicates the impact of the study strategy based on comprehending physics' concepts to learners.