ABSTRACT

The aim of this research was to examine the potential of project-based learning (PBL) and everyday life contexts in developing primary pupils’ scientific and engineering practices. Multiple data were collected in a Finnish primary school class; pupils were aged 7–8 years. The pupils’ practices and creation of artifacts were videotaped and analysed using theory-guided content analysis. The analysis revealed that the designed multidisciplinary PBL unit placed within a familiar everyday life context enabled pupils to practice and communicate scientific and engineering practices supported with digital technology.

中文翻译：

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在芬兰的基于项目的学习单元中，支持小学生在日常生活环境中的科学和工程实践

摘要

本研究的目的是检验基于项目的学习 (PBL) 和日常生活环境在培养小学生科学和工程实践方面的潜力。在芬兰小学课堂上收集了多项数据；学生年龄为 7-8 岁。学生的实践和人工制品的创作被录像，并使用理论指导的内容分析进行分析。分析表明，设计的多学科 PBL 单元放置在熟悉的日常生活环境中，使学生能够练习和交流数字技术支持的科学和工程实践。