Design and Practical Strategies of Driving Questions in Project-Based Learning of “Ionization and Ionic Reaction”
HE Peng1,2*
1. Institute of Chemical Education, Northeast Normal University, Changchun 130024, China;
2. College of Education, Michigan State University, East Lansing 48864,America
Abstract Project-based learning is one of the effective approaches for competence-based chemistry classroom teaching. The design of driving questions is a fundamental vehicle for supporting the effective implementation of PBL instruction. Driving questions could drive and organize an entire project that could foster students' development of asking questions, drive students engaging in project, and guide students solving real-world problems. Using “ionization and ionic reaction” as a case, this study illustrates the categories and function, design principle and design process and practice of driving question. This study brings new insights for chemistry teachers and researchers on how to design high-quality driving questions in PBL instruction and on how to implement driving questions in classroom teaching.
HE Peng. Design and Practical Strategies of Driving Questions in Project-Based Learning of “Ionization and Ionic Reaction”[J]. Chinese Journal of Chemical Education, 2022, 43(5): 68-73.
