Total number of words: 908 words
Project-Based Learning (PBL) encompasses various forms of curriculum, ranging from the IB program with the most systematic and interdisciplinary features to theme-based activities, research-based learning; from problem-based learning, inquiry learning, and STEAM courses to phenomenon-based teaching. These are all based on the theoretical assumption of situated learning, suggesting that students learn best when solving real-world problems. However, there are differences in the degree of project-based learning among them.
Authentic interdisciplinary project-based learning is not just an embellishment, nor is it merely a mosaic of subjects or disciplinary practices. It involves students engaging in the learning process similar to cognitive apprenticeship, exploring real and meaningful problems and solving them in a manner similar to how real-world experts (such as scientists, writers, historians) would. The students participate in the learning process akin to cognitive apprenticeship, actively engaging with real-world problems in a meaningful manner.
"Why does water evaporate?"
"Does salt also evaporate in water?"
...
With these genuine questions, how do children learn and apply disciplinary thinking like real scientists in the process of exploration? In this process, it is particularly important to understand how to collect evidence, use evidence, provide objective descriptions, and use evidence for inference and explanation.
The interdisciplinary project-based learning in science and mathematics for the third grade is titled "Unlocking the Secrets of Water." In the process of exploring water, students not only need to understand the different forms of water but also attempt to analyze the characteristics of water using scientific language. Additionally, they integrate statistical and data analysis skills from mathematics to record and uncover the secrets of water.
What are the characteristics of water? What connections exist between water and humans?
Does saltwater evaporate? Can you extract crystallized salt through scientific experiments?
Project Implementation Process
The project revolves around scientific experiments, encompassing theme reading, hands-on scientific experiments, periodic observation and recording of experiments, and presentation evaluation.
Does
Saltwater Evaporate?
During the initiation phase, teachers present driving questions, define project content, stimulate students' interest in learning, and engage them actively in the project to tap into their intrinsic motivation.
Students do not directly acquire knowledge from science textbooks, memorize answers to questions. Instead, they independently contemplate, read around the theme of "The Secrets of Water," and before engaging in scientific experiments, they generate numerous questions, enriching the question wall and enhancing the teacher's understanding of the children's existing knowledge.
Both domestic and international science and math teachers approach the same theme from different perspectives, creating diverse exploration environments that foster a "mutual respect, safe, challenging, and responsible" atmosphere for scientific exploration.
1. Establish a space on the KWL question wall for dialogue between students and between students and domestic and international science and math teachers.
2. In the interactive experiment area, create a space for students to independently observe and engage in cooperative learning.
3. On the teaching display board, showcase the students' exploration process, establishing a space for dialogue among teachers, students, and parents.
During the project construction phase, students may encounter several issues. For example, why does the adherence to standards during experimental operations impact the results? How can scientific language be used to interpret the experimental process?
▲Science teacher He Jiayi guides students in salt crystallization science experiment
The supportive roles of teachers and parents start to emerge during the project. The school and home, as well as the broader community, are indispensable learning communities for children's exploration. Teachers demonstrated a learning framework for scientific exploration – an observation bottle for salt crystals and a scientific experiment log. As children operated in sync, they received ample support. This can help students think about problems from the perspective and thinking style of a scientist, thereby broadening their horizons and enhancing the dimension and scope of their thinking.
During the refinement phase of the project, children had more opportunities for mutual discussion and in-depth thinking.
"Why hasn't my saltwater crystallized after a week?"
"Why is there salt around the bottle mouth?"
"If it gets colder, will it affect the salt crystallization?"
"Do we need to add more salt?"
▲Isabella, an international science teacher, guides students in observation and measurement
▲Student shares his doubts and ideas with Director Luo Juan, head of the PBL program.
Collaborative learning between groups slowly began to emerge as a possibility. Newly generated doubts were recorded on the question wall, creating an authentic learning environment centered around the project.
Math and science teachers collaborated to create a resource learning framework – the Scientific Language Toolbox. It interpreted scientific phenomena and observation processes using subject concepts, mathematics, and scientific language that align with the learning content and requirements of the third-grade math and science curricula. For example, the math teacher, Liu Xiaojia, who is also the class teacher, continuously guided the children in making a month-long observation record. Based on the guidance from the science teacher and combining mathematical knowledge, she guided the children in learning calculations, measurements, and other mathematical concepts within the experiment observation record. The collaboration between teachers provided a good example for collaboration among the students.
▲[Left photo] Math teacher Liu Xiaojia instructs students to make observation records.
▲[Right photo] International Science teacher Isabella demonstrates the making of record report for students.
The interdisciplinary implementation of this science and math PBL project allows students, guided by teachers, to discover, raise, and solve problems. Teachers act as supporters, guiding students to understand deeply how to interpret scientific experimental phenomena using scientific language. Subject teachers from different cultural and language backgrounds jointly created a safe and authentic learning environment, encouraging students to voice their genuine doubts and thoughts. They allowed students to have their own language and voice while nurturing them with subject-specific language and perspectives, striking a balance between the child's standpoint and the subject standpoint.
