Abstract
This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted educa- tion. A convergent project-based science experiment program of physics, chemistry and biology with the theme of environment such as seawater and wetland was designed and applied to science-gifted secondary school students in an international science contest. The program was initiated with integration of physics, chemistry and biology, interrelating both field work and laboratory work. Besides, logical discussion and humanistic writing activities with environmental issues were followed. The participants were tasked to conduct hands-on multi-disciplinary projects for both in the fields and laboratories. The projects involve raising creative and critical thinking through interpreting col- lected data, predicting outcomes, drawing conclusions, and presenting results. The study shows a model of project-based convergent programs for integrated experimental composition to facilitate collaborative and creative learning as well as to improve students interests in related subjects. The study discusses ways to raise awareness of benefits from multi-disciplinary approaches through theme-based project learning in science-gifted education.
Highlights
Project-based learning is grounded in constructive approaches for it is designed to motivate students to be more actively involved in activities [1]
The program was initiated with integration of physics, chemistry and biology, interrelating both field work and laboratory work
The analysis reveals that biology laboratory work is easier and more enjoyable and needs less prior-knowledge
Summary
Project-based learning is grounded in constructive approaches for it is designed to motivate students to be more actively involved in activities [1]. 2. Collect water samples from 3 different locations. Filter the sampled water with a plankton net. Alginate Reaction To make a mold for sea side environment 1. Ionic Chemical Reaction [9, 10] To determine major components of sea water 1. 2. Observe and report the reaction of precipitation or color change. 3. Infer the components of sea water by using the observation data. Measuring the salinity level of student-collected seawater samples with self-made salimeters for, and identifying the major components in seawater from the reactions of ionic compounds along with making sundials to predict the time path of the sun and creating alginate molds for surrounding seashore environments in the sections for physics and chemistry. The final project provides the contestants with occasions to appreciate collaboration and integration
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