Abstract Project-based learning originates in the United States and has been widely studied and practiced globally, and has been proved for significantly promoting the development of students’ core competencies. This study selects a project-based learning case called “Carbon Time” in the United States for analysis, and identifies its characteristics: the cross-age and interdisciplinary objectives are designed based on NGSS, the scientific explanation of driving questions points to specific phenomena, project activities are designed according to scientific exploration models and provides scaffolds for students, and the model iteration bases on reflective activities process,pre and post testing with research ideas and methods as the main testing objectives. On this basis, the inspiration for project-based learning in China is proposed: naturally integrating multidisciplinary knowledge with the need for real problem solving, using more concrete driving problems, appropriately increasing project activities time and project duration, using more scaffolds in teaching under the control of big ideas, adding more students’ self-reflection and evaluation activities, providing similar types of problems to consolidate ideas for solving problems, etc.
HU Jiu-Hua, SUI Xin. Analysis and Inspiration of Project-Based Learning Cases in the “Carbon Time” of the United States[J]. Chinese Journal of Chemical Education, 2024, 45(3): 91-95.
