Abstract
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。
