Exploring a Plant Science Popularization Practice Model Based on “Hands-on + Curriculum Package”

doi:10.11983/CBB25142

Abstract

Abstract: Amidst the rising demand for public scientific literacy, universities have emerged as a core force in advancing science communication, leveraging their abundant research resources and talent advantages. However, the existing science education system still faces challenges such as uneven development and low participation rates. Building upon existing practices and guided by experiential learning theory, this study proposes a four-dimensional science communication pathway: “hands-on experiences-reflection on science-concept construction-transfer and dissemination (HRCT)” four-dimensional science literacy pathway. It proposes a “hands-on activities + curriculum package” model, systematically developing cultural and creative teaching aids, modularized courses, and tiered activities. This forms an integrated “product-curriculum-activity” paradigm, completing the full cycle from “learning by doing” to “science communication and application”. It provides a replicable and scalable practical model for overcoming the challenges of translating science literacy initiatives within universities.

Key words: curriculum package, experiential learning, hands-on activities, plant science popularization

Dan Mu, Hongjie Long, Jingyi Chen, Xinyi Hu, Shitao Fang, Qi Zhou, Jiahao Bu, Yaru Bai, Yuanrong Zhang, Yuqi Shang, Jingnan Shi, Qianwen He, Chenyue Bi, Xinyan Zhang, Huaguang Qin, Yuchun Rao, Tingzhe Sun. Exploring a Plant Science Popularization Practice Model Based on “Hands-on + Curriculum Package”[J]. Chinese Bulletin of Botany, 2025, 60(6): 1017-1027.

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URL: https://www.chinbullbotany.com/EN/10.11983/CBB25142

https://www.chinbullbotany.com/EN/Y2025/V60/I6/1017

Figures/Tables 5

References 41

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科普主题	主题内涵
非遗工艺	聚焦非物质文化遗产工艺, 系统介绍传统工艺与植物载体的结合, 通过对工艺的呈现与解读弘扬传统文化
标本画作	以植物和植物标本为元素进行艺术创作, 旨在引导儿童认识植物形态、结构、功能等基础知识, 同时在创作过程中激发儿童对自然与科学融合的探索欲望
植趣手作	强调将植物素材与日常生活用品相结合, 以儿童自主制作实用性、生活化物品为主要活动形式, 提升儿童审美能力和动手能力
植萃手作	适用于具备一定科学知识和动手能力的高年级儿童, 涵盖更高级的科学原理与技能要求, 促进高年级儿童提升科学探究能力
植妙实验	以植物为实验材料设计开展一系列科学实验, 阐释生活现象背后蕴含的科学原理, 培养儿童的科学思维及观察问题和解决问题的能力

科普主题	主题内涵
非遗工艺	聚焦非物质文化遗产工艺, 系统介绍传统工艺与植物载体的结合, 通过对工艺的呈现与解读弘扬传统文化
标本画作	以植物和植物标本为元素进行艺术创作, 旨在引导儿童认识植物形态、结构、功能等基础知识, 同时在创作过程中激发儿童对自然与科学融合的探索欲望
植趣手作	强调将植物素材与日常生活用品相结合, 以儿童自主制作实用性、生活化物品为主要活动形式, 提升儿童审美能力和动手能力
植萃手作	适用于具备一定科学知识和动手能力的高年级儿童, 涵盖更高级的科学原理与技能要求, 促进高年级儿童提升科学探究能力
植妙实验	以植物为实验材料设计开展一系列科学实验, 阐释生活现象背后蕴含的科学原理, 培养儿童的科学思维及观察问题和解决问题的能力

活动层次	层次内涵	代表活动
启蒙层(3-6岁)	以感官探索为核心, 满足儿童在认知发展阶段对具象化学习的需求	植物拓印
发展层(7-9岁)	侧重原理实践, 在活动过程中培养操作技能, 强化动手能力	叶脉书签
进阶层(10-12岁)	强调科学原理的应用, 解释生活中常见现象背后的原理, 增加前科学认识, 提升心智技能	植物精油

活动层次	层次内涵	代表活动
启蒙层(3-6岁)	以感官探索为核心, 满足儿童在认知发展阶段对具象化学习的需求	植物拓印
发展层(7-9岁)	侧重原理实践, 在活动过程中培养操作技能, 强化动手能力	叶脉书签
进阶层(10-12岁)	强调科学原理的应用, 解释生活中常见现象背后的原理, 增加前科学认识, 提升心智技能	植物精油

Kolb阶段	变量命名	本案例做法	可替代做法
具体体验	手作体验(H)	体验蓝晒叶脉做法	体验活动, 动手操作
反思观察	科学反思(R)	叶脉遇光变蓝色	以问题串形式追问, 引发反思
抽象概念化	概念建构(C)	铁盐光化学反应	将个体归纳形成科学抽象概念
主动实验	迁移传播(T)	制作蓝晒叶脉书签或蓝晒日用品摆件	再次验证概念