It is
still all about project-based learning opportunities in the classroom
Project-based learning in the classroom includes inquiry and
requires the dissemination of scientific facts and logic. This is the basis and foundation for
progressive learning in our school in the 21st century. Project-based science teaching is a driving
force in curriculum, because it helps to solidify experiences, increase understanding
and develop skills and abilities in the minds of students.
Given the media driven high-tech cultural and societal
environment, the response by teachers grasping for the attention of students’
minds in the classroom becomes more challenging than ever. Students’ overall focus,
in the classroom, on presented learning opportunities are at low levels. Even with modern learning experiences
implemented by teachers, such as digital real-time presentations, global
interactions, in class- video creations and presentations and researched and
collaborative peer driven projects, it is still a challenge to inspire and
motivate students to want to learn. The
staggering wealth of alternatives that students’ attention can pursue as
individuals is mind numbing.
Project-based science education is the solution to this
vexing problem. To experience science in the classroom is to be given the
opportunity to experiment and rationalize outcomes. A desired learning opportunity presented by
teachers encourages independent thinking and rewards critical thought. Project-based models of learning provide this
necessary wealth of scientific endeavor through collaboration, cooperation and
measured experimental research leading to greater student engagement and
understanding of important concepts and principles.
Cooperative and collaborative involvement with schools and
peers across the planet, within academic digital platforms provided by iEARN
(international educational and resource network), are essential resources that
help build relationships from abroad, while providing real meaning to the work
completed by students in the classroom.
Within this project-based learning environment, students
focus upon relevant issues within their learned discipline. Sharing experiences, ideas, completed work
and plans of action create learning opportunities that are well suited to the
development of the skills and abilities needed for success in the 21st
century. Projects dealing with designing
and constructing rockets, building wind turbines, designing green
infrastructures for cities and advocating for regenerative agriculture are just
some components in the mix of possibilities for projects in school. Outcomes of these projects include prototype
artifacts and detailed written accounts of learned experience.
These projects make learning real for students. It motivates them to want to learn more.
Students can share what they have achieved with receptive peers worldwide. Students
involved with this international cooperation and collaboration project will cherish
this experience of creating and presenting new ideas and new ventures with
students in other countries.
Climate change is the one big issue that can galvanize
cross-disciplinary involvement helping to solve problems. Tackling this issue requires the synthesis of
conceptual understanding learned from physical science, life science and earth
science. This one big environmental
issue transcends academic discipline and generations. Each train of thought fostered by students
from a multitude of science disciplines produces specific and unique solutions
to this multifaceted problem.
Incorporating climate change into the science curriculum is now needed as
a foundational emphasis in science education in America. It is the one issue
that threatens human continued existence on Earth. It is the one big issue needing a multitude
of thought from massive numbers of people to grasp the meaning of staggering
human engagement and then to act upon it!
The school year curriculum, scope and sequence, should frame
the concern and issue of climate change for each area of scientific study. Each
age group can apply their experience and abilities and bring it to the
classroom to solve problems. The ability
to deliver the mechanics of problem solving using scientific inquiry and
investigation is strengthened from this highly focused real-world and
intrinsically collaborative way to learn in the 21st century
classroom.
The driving force in learning is dependent upon student
motivation. Tapping into the minds of
students and their involvement with science education, in their lives, is the
real challenge for educators today. Couching
learning environments around stimulating learning opportunities is the most
important skill and ability that teachers can bring into the classrooms of
schools. This is why education is a
vocation because the pursued cause is real and the outcomes sometimes seem
marginal, but perseverance and resiliency are always constant.