Introduction/Overview:
Getting Started:
One of the most difficult aspects of trying any new lesson or teaching
approach is figuring out where to begin. If a teacher has never attempted
to use projects in the science classroom it may initially seem intimidating.
However, these projects place the learning in the students' hands, thus generating
both interest and excitement. One of the first decisions a teacher needs to
make before beginning a project is whether the project will be an in class
project or an out of class project. Both methods have their benefits, and some
projects lend themselves to one method over the other. Ultimately, the decision
is in the hands of the classroom teacher.
The units presented in this website are intended to be flexible and should
be fashioned in any way the individual instructor sees fit. This is one of
the many strengths of project based science education. The individual projects
presented in this site contain suggestions on project requirements as well
as methods of assessment. Feel free to use these as they are or change them
in any way necessary.
There are a number of ways to begin each project. One method is to introduce
students to the concepts that the project pertains to and use the project as a
way for the students to further investigate and experience these concepts in a
hands on manner. A second method is to use the projects as a way to give the
students a frame of reference before discussing the underlying principles behind
the devices. In both approaches the students are experiencing the science as
they research, design, build, and test their devices.
It is highly recommended to spend one day introducing the project requirements.
During this day of instruction it is necessary to clearly outline the goals of
the project and the method of assessment that will be used. The project should
always contain a performance grade. The criteria for meeting this performance
grade should be clearly outlined. It is helpful to show students an example of
the project. Many of the projects contain directions for building simple models.
This helps the students to begin generating ideas of their own. Once a project
has been completed, sharing success and failures to subsequent classes often
challenges them to exceed designs from previous years.
