Reconstructing Science Learning through Multidimensional Project-Based Pedagogy: A STEAM-Integrated Crystal Exploration in Chinese Elementary Schools

Based on the project-based learning design framework, this paper designs specific project-based activities for sixth-grade elementary school students in conjunction with the elementary school science course “Crystals under the Magnifying Glass.” The activities included searching for crystals around them, observing crystals using a microscope, making artificial crystals, crystal knowledge sharing session, crystal artwork creation, and exploring the conditions of crystal growth, aiming to deepen the students’ understanding of crystal knowledge as well as to cultivate their scientific thinking, inquiry practice, and teamwork skills through exploratory, technological, creative, social, aesthetic, and moderated practices. The results showed that the students showed strong interest in the project-based activities, and their learning autonomy, cooperative learning ability, and innovation ability were significantly enhanced. However, the organic integration of subject knowledge and project-based activities and the breaking of students’ inherent thinking need to be further strengthened.