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 21^st 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 21^st 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 21^st 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.