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ERIC Number: EJ1081552
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-2332-3205
Theme-Based Project Learning: Design and Application of Convergent Science Experiments
Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee
Universal Journal of Educational Research, v3 n11 p937-942 2015
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 education. 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 collected 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.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A