Abstract To address the problem of fragmented knowledge in junior high school chemistry review classes, this study takes the “I am a fire extinguisher designer” project as the carrier, integrating the thematic review of carbon dioxide into a progressive engineering design process. Centered on the “thinking model for understanding chemical changes” as the core thread, the study designs sequential inquiry tasks to guide students in completing the transformation from chemical principles to technical products, thereby achieving the synergistic development of knowledge structuring, model-based cognition, and engineering thinking.
QIAO A-Juan. Project-Based Teaching for Carbon Dioxide Thematic Review in Junior High School Chemistry: I Am Fire Extinguisher Designer[J]. Chinese Journal of Chemical Education, 2026, 47(19): 19-27.
