Sustainable Development Goals

Abstract/Objectives

The content highlights three key outcomes from an inquiry-based learning program: 1. **High Engagement**: Students showed enthusiasm and eagerness to participate, actively raising their hands during discussions. Engaging activities like creating "paper rockets" and "paper dragonflies" fostered curiosity about science, allowing students to fully engage in the process from creation to sharing results. 2. **Relating Science to Everyday Life**: The teaching team adapted complex scientific concepts, such as Newton's laws, to be age-appropriate. This approach helped students connect these concepts to their daily experiences, enhancing their understanding through hands-on projects while encouraging them to think about the science in their lives. 3. **Cultivating Scientific Thinking**: Students explored flight stability in experiments, considering how various factors influenced results. Under the guidance of teaching assistants, they practiced reasoning, iterative problem-solving, and applied basic scientific research methods, reinforcing their understanding of scientific principles through experimentation.

Results/Contributions （500 words）

The activities and outcomes include three points: 1. **Stimulating High Engagement in Inquiry-Based Learning**: Students demonstrated a strong desire to express themselves and a high level of enthusiasm for participation during the course, with nearly all students eagerly raising their hands when asked questions. Through engaging hands-on activities like "paper rockets" and "paper dragonflies," students successfully transformed their lively nature into curiosity about science. With ample time allocated, each student was able to fully experience the complete process from creating to sharing their results. 2. **Making Scientific Principles Relatable to Daily Life**: The teaching team tailored guidance on abstract concepts like "action and reaction" and "Newton's laws of motion" to fit the age group of the students, making them more relatable to everyday life. During the hands-on creation process, students did not just finish their projects; under the stimulation of the teacher's questions, they also contemplated the scientific principles at play in their daily lives, successfully building a foundational competence in "learning principles through play." 3. **Cultivating Scientific Thinking**: Through experiments on the flight stability of the bamboo dragonfly, students were guided to actively consider how factors like the angle of the paper, overall weight, and straw length affected flight height. Under the guidance of the teaching assistants, students practiced reasoning based on scientific principles and, through continuous attempts and adjustments, produced solutions backed by logic, effectively putting into practice basic scientific research methods.

Keywords

contextualizing scientific principlesaction and reaction forcesNewton's laws of motion

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