The study aimed to follow the effect of e-support scientific projects in developing science processes for grade 7 and their attitudes towards those projects. The study sample consisted of (61) female students from grade 7 at Thuraya Al Bousaidiya Basic Education School (5-10) in Governorate of Muscat. The sample were divided into two groups; experimental group consisted of (31) students, the follow-up of their projects work was by using online asynchronous discussion and a control group consisted of (30) students, the follow-up of their projects was by using the traditional method. The application lasted for 6 weeks during the second academic semester 2012-2013. To answer the questions of the study, a) A teacher's guide were prepared in using scientific projects activities and online interaction method in its implementation and its validity has been verified by submitting it to a group of judges. The tools of the study was b) A science processes test in 5 processes which are; observation, interpretation, stating of hypotheses, communication, and controlling variables in which it contain 20 multiple choice questions and its validity has been verified by submitting it to a group of judges besides counting the internal consistency by using coefficient of cronbach's alpha were the value of reliability coefficient was (0.74), in addition to c) An attitude toward the e-supported scientific project activities scale composed of 5 dimentions; (the importance of scientific projects in our lives, caring and entertains working in the scientific projects, science teachers role in scientific projects activities, team work and cooperation with colleagues, and e supporting for the scientific projects). It was consisted of 30 sentences and its validity has been verified by submitting it to a group of arbitrators besides counting the internal consistency by using coefficient of cronbach's alpha where the value of reliability coefficient was (0.79)The results of the study indicated statistically significant differences at the significant level of (a= 0.05) between average mean in both experimental and control groups in science processes for the benefit of the experimental group in the processes of stating of hypotheses, communication, controlling variables and the total of the processes. The study also presented a positive direction among the students of the experimental group in post application in attitude toward the e-supported scientific project activities scale. In the light of previous results, the study recommended to held training workshops for bre and in-service anscience teachers to train them the ways of developing science processes in every stage of the basic education, besides the training for both students and teachers before and within their service in using the interaction and specialized websites in electronic education. It also recommended conducting similar studies to test other science processes or other variables such as critical thinking skills, creative thinking, and innovative thinking and compare their effect on the variable of gender.