Asian Journal of Education and Social Studies

Cultivating students' inquiry ability, hands-on ability and innovation ability is the top priority of quality education nowadays. Science and technology mini projects contain a lot of scientific knowledge which are related to science teaching in middle school. Incorporating these handcraft projects into science practical teaching activities will no doubt provide students with more practice opportunities to "learn by doing" and enhances their engagement with scientific knowledge. This study was conducted through a questionnaire survey of middle school students to understand the status quo of the implementation of science and technology mini projects course. It was found that students expressed a strong passion about the course, and they believed that such course could improve their core science literacy. However, in the actual teaching arrangement, the implementation of science and technology mini projects course was not satisfactory. The main reasons for this were the tight schedule of class time due to the influence of general education environment, and the lack of concepts and development ability of teachers to carry out relevant courses. Based on the results of the survey, this study puts forward suggestions combined with the current education situation. Teachers should dig deeper into the science and technology mini projects course’ topics that are compatible with textbook teaching, and while pushing students to complete the tasks of the course, they should provide timely and effective feedback on the production process and outcomes to the students. This will help establish a positive learning cycle and ultimately promote the successful implementation of science and technology mini projects course.