走进狄邦华曜小学部二楼的科学教室，你会看到一个神秘的世界。教室一侧的墙上，贴着各个年级学者的作品，有手工制作的机器人、人体的器官构成，还有各种生物主题的3D作品。这里既是学者们“动手做”的场所，又是科学活动的小天地，还是工具库、科学材料储藏室和成果展览室。

Walk into the science classroom on the second floor of our Elementary School, you will see a mysterious world. On the wall of the classroom are the works of scholars of all grades, including handmade robots, human organs, and 3D works on various biological themes. This is a place for scholars to do "hands-on" work, a place for scholars to engage in science activities, and a storage room for tools, science materials, and results.

从一个生活中的现象出发，学者们围绕着这个现象提出的问题进行探索，讨论，寻找现象背后的科学知识。

走进HC的小学课堂，常常是一个“信息爆炸”的场景。课堂中的科学实验从来都没有固定的实验材料和步骤，瓦楞纸、冰棍棒、轻粘土、试管，注射器，塑料瓶、干花枯叶等各种稀奇古怪的材料都会被用于各种科学知识的实验中。学者被允许去创造他们自己的经验，在“实验-调查-反思”的过程中，自行建构的知识体系比背诵记忆更有意义。

在5年级的科学课上，Yang和同学们正在科学教室里观察豆子的生长，他们被分成不同的灵活学习小组，每个人可以自主选择自己认为合适的方式培育种子，Yang和Hunter选择用棉花包裹的形式来培育种子。

Starting from a phenomenon in life, scholar explore and discuss the questions raised by the phenomenon and search for the scientific knowledge behind the phenomenon. 

The elementary school classroom in HC is often a scene of "information explosion". There is never a fixed set of materials or steps for science experiments in the classroom. Cardboard, popsicle sticks, light clay, test tubes, syringes, plastic bottles, dried flowers and leaves, and other strange and bizarre materials are used in a variety of science experiments. Scholars are allowed to create their own experiences, and in the process of "experimentation, investigation, and reflection," self-constructed bodies of knowledge are more meaningful than memorization.

In 5th grade science class, Yang and his classmates are observing the growth of beans in the science classroom. They are divided into flexible learning groups, each of which is allowed to cultivate the seeds in the way they see fit, with Yang and Hunter choosing to cultivate the seeds by wrapping them in cotton.

前几节课学习了植物生长的理论知识，这节课，学者们开始进入了实验阶段。只见学者们将自己的培育的豆子，喷水养护，观察它们的生长变化，一笔一画记录出生命的成长奥秘，“沉浸式”走进植物的生长过程。

In the previous classes, we learned the theory of plant growth, and in this class, the scholars began to enter the experimental stage. the scholars will cultivate their own beans, spray water maintenance, observe their growth changes, record the mystery of the growth of life, "immersive" into the growth process of plants.

科学课的老师Ms. Mila告诉我们，小学阶段的科学课知识面非常广泛，从内容上其实包含了地球与宇宙、生命科学、工程科学、物质科学等等，从学科分科上来看，物理化学、生物、数学、计算机科学都会涉及。与初中以后的学科学习不同的是，学者对科学的兴趣和科学方法的了解是小学阶段教学的首要目标。

因此，鼓励学者们观察自然现象并提出问题是HC科学课中非常重要的一环，帮助他们培养好奇心和探索精神，培养科学思维。在实验和探索中，使用日常材料和物品，让他们获得动手体验并享受科学的乐趣。

Yang和Hunter的豆子已经发出了嫩牙，他们看着自己的豆子生长十分激动，他们讨论着小组的实验成果，他们有着不同的性格，来自不同的行政班级，在同一个灵活小组下相互配合，互助成长。

Ms. Mila, our science teacher, told us that science at the elementary level is very extensive, in terms of content it actually encompasses the earth and the universe, life sciences, engineering sciences, material sciences, and so on, and in terms of subject division, physics Chemistry, Biology, Math, and Computer Science are all covered. Unlike the learning of subjects beyond middle grades, scholars' interest in science and understanding of the scientific method are the primary goals of teaching at the elementary school level. 

Therefore, encouraging children to observe natural phenomena and ask questions is a very important part of HC science lessons, helping them to develop curiosity and a spirit of exploration and to foster scientific thinking. Using everyday materials and objects in experiments and explorations allows them to gain hands-on experience and enjoy science.

Yang and Hunter's beans have sent out tender teeth. They are very excited to watch their beans grow and discuss the results of their group's experiments. They have different personalities and come from different classes, but they work together and help each other grow under the same flexible group.

英国诗人叶芝曾说：“教育不是灌满一桶水，而是点燃一把火。”PBL项目式学习如何在实践中激发学者的探究热情和想象力，帮助他们发展出自主学习、自主规划的自驱力，成为学习的主导者，Ms. Mila分享了科学组宝贵的教学经验。

当把大家的真实体验融入学习项目中，把学习探索的过程还给学者，更能引发他们的共鸣和思考，也更能引发探究的行动力。在这个过程中，学者们主导自己的设计项目，自己确定选题和展示形式，也激发出了他们在现实情境中的创造⼒。

在HC的科学课堂上，问题探究不只是找到答案而已，而是要将所有信息与资料转变成为有用的事物，或是将所得知识以崭新的、有趣的方式应用到现实生活中，从而促进更深层次的理解或创新。我们为何学习？为未来准备固然重要，但每个人在未来都不该仅仅是一个被动的执行者！

从计划到整合，他们在两周的时间里进行了一些头脑风暴，收集所能用到的材料。最后，我们可以看到这些作品的呈现是安静的，又是流动的，植物的水运输是如何上升和下降的，如何从根部上升到叶子的。他们试图让表达更具有互动性，用彩色的水来展示食物和水是如何在植物周围流动的。

在项目式学习中，我们看到学者们积极主动地去探索、尝试，还看到了他们的责任感与协作精神，以及他们感受到的个人与集体共同成长的快乐。

当Ms. Mila在“开花植物的繁殖”的主题教学中为大家布置项目任务时，Hunter提出做一个3D的展示模型，Yang优化了他的建议，并通过在线平台的学习资源查询，构建他们下一个项目开展的计划。

在课后，我们问起Hunter对PBL项目式学习感受怎么样，他非常开心的与我们分享“我们每周会有三节科学课，大概每两、三周我和Yang会共同完成一个项目作业。在这个过程中，我从Yang身上学到了很多，也激励我对自己的有更高的要求，让我们的团队关系更加紧密。”

The British poet Yeats once said, "Education is not the filling of a pail，but the lighting of a fire" Ms. Mila shared the valuable teaching experience of the science group on how PBL project-based learning can stimulate scholars' enthusiasm for inquiry and imagination in practice, and help them develop the self-driven power to learn and plan independently, and to become learning leaders.

When everyone's authentic experience is integrated into the learning program and the process of learning and exploring is returned to the scholars, it is more likely to trigger their empathy and thinking, as well as the action of exploration. The process, in which scholars lead their own design projects and determine their own topic selection and presentation format, also inspires creativity in realistic situations.

In the HC science classroom, problem solving is not just about finding the answer, but about transforming all the information and materials into something useful, or applying the knowledge gained in new and interesting ways to the real world, which can lead to a deeper level of understanding or innovation. Why do we learn? Preparing for the future is important, but no one should be a mere passive implementer in the future!

From planning to integration, they did some brainstorming over a two-week period to collect the materials they could use. In the end, we can see how the presentation of these works is quiet and fluid, how the water transportation of the plants rises and falls, how it rises from the roots to the leaves. They tried to make the presentation more interactive, using colored water to show how food and water flow around the plant.

In project-based learning, we see scholars actively exploring and experimenting, but we also see their sense of responsibility and collaboration, and the joy they feel in growing individually and as a community.

When Ms. Mila assigned a project task in the theme of "Reproduction of Flowering Plants", Hunter proposed to make a 3D display model, and Yang optimized his suggestion and built a plan for their next project by searching for learning resources on the online platform.

At the end of the lesson, we asked Hunter how he felt about project-based learning, and he happily shared with us, "We have three science classes a week, and Yang and I work together on a project assignment about every two or three weeks. In the process, I learned a lot from Yang and it also motivated me to have higher expectations for myself and made us closer as a team."

随着虚拟现实、元宇宙等技术的兴起，虚拟世界与真实世界的边界正在被消解。在这个日益多元而充满挑战的世界里，科学教育如何保护和引激发孩子们的“批判思维”与“创造力”？

在HC，我们可以看到老师们鼓励学者根据自身的经验和学识去构建相关知识的同时，也鼓励他们质疑和辩论他人观点的能力。老师充当引导者的角色，也作为学者学习过程中的伙伴，从而激发学生的学习兴趣，使得整个学习的过程变得更为自由。

学者们被鼓励提出问题、发现难点，并有机会展开交流和研讨。这种获得和掌控知识的感觉可以帮助学者最大限度地进入教学过程的核心，发挥创造性，并学会自发地开展调查研究。

在6年级的科学课上，学者们正在教室里上《Adaptations for Survival》的课程。Sam演讲汇报了自己的作业《Structural adaptation》，另一位学者则以刺猬为例子《Adaptations for protecting against predators》介绍刺猬外形、生活习性，以及捕猎者与被捕者的角色变化。

With the rise of virtual reality, metaverse and other technologies, the boundary between the virtual world and the real world is being dissolved. In this increasingly diverse and challenging world, how can science education protect and stimulate scholar's "critical thinking" and "creativity"?

At HC, we see teachers encouraging scholars to construct their own knowledge based on their own experience and understanding, while at the same time encouraging their ability to question and debate the views of others. Teachers act as guides and partners in the learning process, which stimulates students' interest and frees up the learning process.

Scholars are encouraged to ask questions, identify difficult issues, and have the opportunity to communicate and discuss. This sense of acquiring and controlling knowledge helps scholars to maximize their access to the heart of the teaching and learning process, to be creative, and to learn to carry out investigations and research spontaneously.

Here in Grade 6 Science, scholars are in the classroom for a lesson on Adaptations for Survival. Sam gives a presentation to report on his homework 'Structural adaptation', while another scholar uses hedgehogs as an example 'Adaptations for protecting against predators', to introduce hedgehogs' appearance, habits, and the changing roles of hunters and trappers.

在他们的演讲中，他们更多表达的是：“我想出了什么是真实，而不是让别人告诉我什么是真实的，我学会了如何客观的进行思考以及解构问题。”这些都是科学素养不可或缺的一部分。

正如教育心理学家本杰明·布鲁姆的分类法中提到，研究各个促进高层次思维的目标与活动，如果想要真正有所作为，需要从“记忆”最低层次出发，不断提升我们的思维。当学者有了自己的批判能力时，在主动学习和不断实践的过程中将科学、技术、工程、艺术和数学等知识融合，并获得解决问题的能力，创造力便随之应运而生了。

George在Mila老师讲过能量的概念后，就利用电池、瓦楞纸、注射器、橡胶管等材料，完成了一个模拟能量转换的装置；尽管Mila夸他很有想法，但他自己觉得不够满意，想尝试用煤炭做出类似蒸汽机的效果。

又如学过星座后，为了直观地把它呈现出来，George和同学们用了LED做星象图；并将星星的相对位置打孔到小瓶子里，只需要一支小手电，就可以将星群投射出来。

在这种强调自主探索和跨学科的理念下，George甚至很早就形成了自己对学科的“审美”，他说“好的科技设计，一定是审美与功用的结合，两者缺一不可。”这样的认知，竟是出自一个六年级的孩子。

George平时还特别喜欢和教授艺术的老师李斌交流。李老师虽然是油画专业出身，但也是十八般武艺在身，精通漫画、机械、模型等各种领域。George前段时间自己拼装了一把模型枪，就是在李老师的指导下完成的；模型枪上还加了彩色的绘饰。

从单一到多元，从发现到探索再创造，从科学思维到科学素养。狄邦华曜的科学课，培养的正是学者们的批判性思维能力、创造力、跨学科能力和实际解决问题等能力。只有在这样的学习中，学者们才能拥有为未知而学的自主性和自驱力。让梦想不空洞，让科学不死板。

在狄邦华曜的科学课上，我们看见了这样的未来。

In their presentations, they expressed more that, "I figured out what's real instead of letting someone else tell me what's real, and I learned how to think objectively as well as deconstruct problems." These are all integral parts of scientific literacy.

As educational psychologist Benjamin Bloom's taxonomy suggests, the study of goals and activities that promote higher-level thinking requires that we start at the lowest level of "memorization" and continue to improve our thinking if we want to make a real difference. Creativity occurs when scholars develop their critical faculties, integrate science, technology, engineering, art, and math in the process of active learning and practice, and acquire problem-solving skills.

After Mila taught him the concept of energy, George used batteries, corrugated paper, syringes, rubber tubing, and other materials to create a device that simulated an energy conversion; although Mila praised him for his creativity, he was not satisfied enough and wanted to try to use coal to create an effect similar to that of a steam engine.

Another example is that after learning the constellations, in order to present it visually, George and his classmates used LEDs to make a star chart; and punched the relative positions of the stars into a small bottle, which only needed a small flashlight to project the cluster of stars.

Under this philosophy, which emphasizes independent exploration and interdisciplinarity, George even developed his own "aesthetics" of the discipline at an early age, saying that "good technology design must be a combination of aesthetics and utility, and you can't have one without the other." And this is coming from a grade 6 kid.

George also likes to communicate with his art teacher Bin. Although he majored in oil painting, he is also a skilled artist in a variety of fields such as cartooning, mechanics, and building models, etc. George assembled a model gun under the guidance of Mr. Bin some time ago, and added colorful paintings on the model gun.

From single to multiple, from discovery to exploration to creation, from scientific thinking to scientific literacy. Our science classes cultivate the scholars' critical thinking skills, creativity, interdisciplinary abilities, and practical problem-solving skills. Only in such learning can scholars have the autonomy and self-drive to learn for the unknown. 

Make dreams not empty, make science not rigid. In HC's science class, we see such a future.