The Design And Practice Of Primary School Science Education Activities In Museum Integrated With The Crosscutting Concept Of"Structure And Function"

Crosscutting Concepts(CCCs)are important concepts that appear repeatedly in many fields,and they are also an important way of thinking that connects the fields of science and engineering.The introduction of CCCs into scientific learning can be regarded as integrating a holistic way of thinking to help learners construct a comprehensive and consistent knowledge network of scientific concepts.This is essential for learners to acquire new knowledge and achieve scientific literacy goals.Nowadays,the scenes and resources of science learning are becoming more and more diversified.As an important resource for informal science learning,museum science education plays an important role in science learning for teenagers.In this context,the integration of CCCs into the design of museum science education activities can provide new ideas for museum educators and school teachers to carry out museum-school learning activities,and make a preliminary exploration for the integration of CCCs into informal science learning activities.First of all,this article conducts a comprehensive literature review of relevant domestic and foreign research,sorts out the connotation and development of Crosscutting Concepts(CCCs),and summarizing the teaching and activity design methods for domestic and foreign teachers to integrate CCCs into school education and venue education.By referring to the 5E teaching model in scientific inquiry teaching theory and the teaching tools developed by the American Museum of Natural History and the Learning Progress theory,the design principles,elements,processes,practical paths,and evaluation methods of museum primary school science education activities that incorporate CCCs are constructed.Secondly,the author uses one of the Crosscutting Concepts(CCCs)-"structure and function" to integrate into museum activities for practical research.Twelve students from the sixth grade of XX Primary School in Beibei District,Chongqing City were selected as the research objects,and the Chongqing Natural History Museum was used as the implementation site to carry out activities in a combination of museum and school.Collect activity process data through action research,interviews and surveys etc.,the following research conclusions are drawn:(1)The design process and practice path of the museum primary school science education activities that incorporate CCCs in the research is operable;(2)Students have formed a preliminary understanding of "structure and function" in the museum activities,but the depth of understanding needs to be improved;(3)The use of museum resources to develop primary school science education activities that incorporate CCCs can help cultivate students' Scientific practical ability and a scientific attitude to love and protect nature.Finally,in view of the shortcomings and problems in the activities,the author proposes the following reflections and prospects:(1)Consider designing the museum primary school science education activities that incorporate Crosscutting Concepts(CCCs)into a series of complete courses,and make students learn and understand CCCs repeatedly in the systematic curriculum activities,so as to promote students' in-depth understanding of CCCs;(2)Optimize the methods and strategies of museum activity design,and try to add evaluation elements such as concept maps and mind maps to museum activities,as a visual tool for concept learning;(3)Advocate a unified system for the use of CCCs and terminology in relevant education departments,establish a regional collaboration community,and form a favorable situation in which schools and museums and other places collaborate to serve science education.