Volume 8,Issue 9
A Practical Study on Developing Students’ Interdisciplinary Literacy Based on the EDIPT Design‑Thinking Model: A Case Study of “Self‑built PCR Thermocycler”
To implement curriculum‑standard requirements for interdisciplinary practice and resolve dilemmas in conventional secondary school biology experimental teaching such as high costs of commercial instruments, low student participation, as well as disciplinary barriers in interdisciplinary learning, this study constructs an interdisciplinary teaching model for biology experiments based on Stanford University’s EDIPT design‑thinking model. The model consists of five stages: Empathize, Define, Ideate, Prototype and Test. Taking the high‑school‑biology practical project “self‑built PCR thermocycler” as a carrier, teachers guide students to integrate multidisciplinary knowledge to complete the design, fabrication and functional verification of a PCR thermocycler. Students’ interdisciplinary literacy advances gradually at the knowledge, thinking, practice and affect levels, and students transform from “instrument users” to “innovative designers”.
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