课堂直击| 哈罗科学教育：一个好问题，远胜过一个好答案

你想研究什么？

你的假设是什么？

你收集到什么数据？

你需要用什么样的方法？

你需要什么器材？

你的实验结果显示什么？

和你的假设相符吗？

每个走进科学教室开展实验的学生，都会面临一连环的“灵魂拷问”。这是实验室墙上的探究思维训练图，进入这里，即走进了“问题”的世界。

在学科认知上，哈罗科学老师们有着高度一致的原则：科学是一门探究学科，而非接受性学科。

“能现场演示的实验，绝不会放视频；能让学生动手的实验，绝不会老师来演示，所以我们干脆把课堂搬进了实验室。”

 双语科学老师Joyce介绍到：

“从Y6/G5开始，学生就已经开始接触大量的实验。对于刚升入高年级的他们来说，最重要的是过渡和兴趣。因此我们的课堂设计非常强调学生的实际动手操作能力，主题也和生活息息相关。例如，生态系统和化学反应等都是备受欢迎的主题。

这也传达了哈罗科学课的核心：以实验为先导，以驱动问题推动课堂进程，从生活实际链接科学本质再回归生活。

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哈罗科学课的目标是让学生保持好奇心，培养探究思维。接下来跟随我们走进问题驱动的哈罗海口科学课堂。

在生物模块中，Y7/G6最近在学习微生物，以乳酸菌为引子，同学们一起动手制作酸奶。遵循贴在墙上的“探究思维训练图”，同学们设想了做酸奶需要的材料清单，尝试通过实验解答问题：

活性乳酸菌对灭活乳酸菌

对酸奶发酵的影响？

生活中有很多微生物是我们看不到的，从生活层面讲对学生来说是打开了一扇新世界大门。

在做酸奶实验中，细菌会随着适应的条件和温度会不断地繁殖，学生将酸奶放置在恒温箱中发酵，第二天取出记录发酵的过程，发酵后再用显微镜去观察和分析细菌形态，在实际的操作中去感受细菌的作用和应用。慢慢地，细菌知识已经在记忆深刻的实验中深深烙印在他们的记忆里。

在化学模块中，Y7/G6学习影响化学反应速率的因素，化学老师Mr. Karl Fischer用碳酸盐和酸反应作为探究反应速率的例子。

▲实验记录单

同学们拿到块状、碎石状和粉状的碳酸盐，以及不同浓度的酸，还有一张实验调查记录表，不断更改碳酸盐和酸的数值，多次实验。记录在对应时间内，二氧化碳增加后将多少水排出测量管外，以及观测反应物。然后辅以视频讲解，最后才让同学们去写出这个公式。

在这节课上，不是老师“告诉”学生公式是什么，而是学生自己动手实践后“发现”最终的探究结果。

▲在化学EA上制作蓝紫色染料

学生在实验中对化学燃起浓厚兴趣，如果你在化学课上还没学到尽兴？还有每周五“化学EA”课外课作为课堂外的补充。

在物理模块中，刚度过考试周，Mr. Euan Tan老师决定给Y10/G9的同学们上一堂轻松的物理课。学习电路的串联和并联，计算电阻的大小。

摆脱以往学习电路知识靠想象力的困难，借助电压和电路的教具，同学们通过电压表数值的变化，借助数学知识来推测电阻和电流。这也是IGCSE物理分科的基础考察内容。

和化学一样，对于想要延伸物理兴趣的学生，可以选择Electronic Club EA课，学习组件拼接、机器人搭建、编程等内容，在课堂之外施展科学才能！

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科学在我们的生活中本就是触手可及的，它并不复杂。双语科学老师Joyce说，“科学也可以很感性，在Y6/G5~Y7/G6较低年级阶段，我们希望通过这样有意思的体验，激发学生们的兴趣，为将来的高阶科学课学习打下基础。

而对于Y8/G7~Y10/G9等较高年级” 科学课遵循了中国国家课程（CNC），同时也融合了剑桥IGCSE课程的元素。这意味着学生在学习国家课程的同时，还能掌握英国国家课程（National Curriculum of England）中的关键技能——科学探究。

不同于将学科单独教授的传统方式，我们的科学课采用STEM课程模块的组合形式。将生物、化学、物理三门课程融合在一起，着重培养学生的综合学习能力，让学生充分体会到科学与生活紧密联系。比如，生物中所学到的植物光合作用，本质上是化学反应。天体物理中会讲到速度和路程的计算，这些实验给我们的学生提出了更高的要求。

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STEM 挑战、We Innovate可持续发展项目等多种科学挑战项目被引进校园活动中，给学生提供了把知识转换成解决现实问题的渠道，科学思维养成自然水到渠成。

去年STEM Week，高年级（G5/Y6 – G8/Y9）收到的任务，是以院舍为单位搭建罗马引水渠。最后以有效引水量+设计美感+团队协作为标准，评出优胜团队。

在今年的We Innovate可持续发展项目中，AISL哈罗全球校区与5所世界名校合作，围绕“推动全球可持续发展”的主题，我们的高年级学生以小组为单位开展了一场激动人心的竞赛。

围绕低碳、环保等全球性议题议题中，哈罗学子打开思维，放眼未来，用所学的科学知识找寻让世界更美好的创意答案。

小组讨论 – 分组制作 – 动手实验的基本流程让学生既能在科学活动中形成领导力特质和团队合作精神，又能碰撞思维养成科学精神。

在哈罗海口，科学与所有其他科目一样，孩子们的学习绝不止步于书本或概念。设置循序渐进的学习单元、用深入浅出的形式认识概念，帮刚进入高年级学生形成对科学的浓厚兴趣。

就像六年级制作酸奶所体验的经历一样，学习在这里不仅可以看到，能够亲手摸到，更重要的是，学习最终将回归到现实社会中。课堂、书本以及我们所生活的世界之间的壁垒就此打通。这不就是我们学习科学的意义吗？

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What do you want to study?

What are your hypotheses?

What data did you collect?

What apparatus do you need?

What do your experimental results show?

Does it match your hypothesis?

Every student who walks into the science classroom to carry out experiments will face a series of questions. This is the Thinking Training Diagram on the wall of the laboratory. It is a world of questions here.

When talking about the understanding of this subject, the science teachers at Harrow Haikou have a highly consistent principle; science is an inquiry-based subject and students should not just accept what they are told.

“We never just play the videos about the experiments that can be demonstrated directly for the students. So that’s why we turned the lab into our classroom.”

Joyce, the bilingual science teacher, said, “starting from Y6/G5, our students have been exposed to a large number of experiments. For those who have just entered Upper School, the most important thing is transition and interest cultivation. Thus, the experiments we designed are more interactive and the topics are closely related to our daily life. For example, ecosystem and chemical reactions are popular topics among our students.

This also conveys the core principle of Harrow’s science class: taking experiments as the guide, promoting question-driven learning, and linking the essence of science with real life.

Let us explore an enquiry-driven science class at Harrow Haikou.

In the biology module, Y7/G6 students are studying microbiology. Using lactic acid bacteria as an introduction, the students make yoghurt together. Following the Thinking Training Diagram on the wall, students made a list of materials needed to make yoghurt and tried to answer the questions, including what probiotics are and what fermentation is, through experiments on their own.

In the yoghurt experiment, the bacteria will continue to reproduce under the adapted conditions and temperature. The students put the yoghurt in an aseptic box for fermentation, take it out the next day to record the fermentation process, and then use a microscope to observe and analyze the bacteria after fermentation. It allows students to experience the role and application of bacteria in practical operations. In this way, they would gain a better understanding of bacteria.

In the module of chemistry, Y7/G6 students have learned the factors that affect the rate of chemical reactions. Our chemistry teacher, Mr. Karl Fischer, used the reaction between carbonate and acid as an example to explore reaction rates.

▲Planning Sheet

The students get carbonate lumps, gravel, and powder, as well as acid of different concentrations. At the same time, they have their own record sheet for experimental investigation. They need to adjust the ratio of carbonate and acid and conduct the experiments many times. Then they need to record how much water is expelled from the measuring tube after the increase in carbon dioxide at a different time and observe the reactants. After that, the teacher would use the video as an auxiliary explanation and instruct students to deduce the formula by themselves. In this class, it’s not the teacher who simply tells the students what the formula is, but the students who discover it after their own practice.

▲Chemistry EA

If you are very interested in chemistry during the experiments, you can also choose the EA course in chemistry every Friday as an extracurricular supplement.

In the module of physics, Mr. Euan Tan decided to give a relaxing physical lesson for Y10/G9 students who just finished their exam week. In class, students learn about series and parallel circuits and calculate the size of resistors. 

Students can learn circuit knowledge with the help of the teaching sources of voltage and circuits. By recording the changes in the value of the voltmeter, the students used mathematical knowledge to infer the values of resistance and current. This is also the basic content of IGCSE physics. 

Like chemistry, if students want to extend their interest in physics, they can choose Electronic Club EA class

Science is within our reach in our lives, and it is not so complicated. Joyce, our bilingual science teacher, said, "Science can also be very perceptive. In the lower grades of Y6/G5~Y7/G6, we hope to stimulate students' interest through such fun experiences and lay the foundation for future advanced science courses.

For the higher grades such as Y8/G7~Y10/G9, the science courses follow the requirements of the Chinese National Curriculum (CNC) and incorporate elements of the Cambridge IGCSE curriculum. This means that students can not only study the national curriculum but also master the key skill of scientific inquiry required in the National Curriculum of England.

Unlike the traditional way of teaching subjects separately, our science classes take the form of a combination of STEM learning modules. We integrate three courses of biology, chemistry, and physics, focusing on cultivating students' comprehensive learning ability so that students can fully appreciate the close connection between science and life. 

Many science projects have been introduced to our campus, providing students with the opportunities of turning knowledge from the textbook into practice for solving real-world problems.

During the STEM Week last year, the task that G5/Y6 – G8/Y9 students have received is building a Roman aqueduct. And the winning team was selected based on the criteria of effective water diversion, aesthetics in design, and teamwork skills.

In the We Innovate Sustainable Development Project this year, AISL Harrow Global Community has worked with five world-renowned schools on the topic of Promoting Global Sustainability. Our Upper School students carried out an exciting competition in groups.

Focusing on global issues such as low carbon and environmental protection, Harrow students open their minds, look to the future, and apply the scientific knowledge they have learned to find creative answers to make the world a better place. The basic procedures of group discussion, group production and practical experiments allow students to cultivate their leadership and teamwork skills and develop their scientific spirit through the collision of thoughts.

At Harrow Haikou, We set up the step-by-step learning units for students to help students who are just entering the upper grades to develop a strong interest in science. Learning here is not only seen and touched; more importantly, it will ultimately guide our real-world practice. The barriers between classrooms, books, and the world we live in are broken down. That’s why we learn about science.

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