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目標
- 培養學生對科學的好奇心及學習興趣。
- 強調「動手動腦」的重要性，培養學生科學探究和解決問題的能力。
- 認識科學對社會、倫理、環境和科技所帶來的影響，並培養負責任的公民態度，致力促進個
人和社區健康。
特色
- 發展校本科學課程，包括跨學科的SDGs可持續發展目標課程、生物科技課程（微生物學及遺傳學）、親子也科研、專題研習等，持續加強創科元素，並融入欣賞中華文化、保護自然、關愛和同理心等價值觀教育元素。
- 在小五、小六級推行「主題式研習課程」，學生自選主題進行專題學習（如科學廚房、無人機拯救隊或昆蟲生態等），提升學生的科學探究和研習能力。
- 安排全方位學習活動，以普及化、趣味化及多元化的方法推動STEAM教育，例如STEAM WEEK、走出課室參觀活動、午間科學活動等，為所有學生提供課堂內外的學習經歷。
- 建立科學資優學生培訓梯隊「MATATALAB機械人隊」、「編程小特工」、「科學小博士」，並積極安排學生參與不同的科研比賽，盡展潛能。
Development Goals
- Cultivate student’s curiosity and interest in science.
- Emphasize the importance of “hands-on and minds-on” to develop student’s abilities in scientific inquiry and problem-solving skills.
- Recognize the impact of science on social, ethical, environmental and technological aspects. Nourish the attitude of responsible citizenship and a commitment to promote personal and community health.
Learning Activities
- Develop a school-based science curriculum that includes interdisciplinary SDGs (Sustainable Development Goals) courses, biotechnology courses (microbiology and genetics), parent-child scientific exploration, and project studies. Strengthening innovative elements continuously while integrating values education related to appreciation of Chinese culture, nature conservation, caring, and empathy.
- Implement a “theme-based learning course” for P5 and P6 students, allowing students to choose their own topics for in-depth study (such as Science Kitchens, Drone Rescue Teams, or Insect Ecology), enhancing their scientific inquiry and research abilities.
- Arrange life-wide learning activities to promote STEAM education through accessible, engaging, and diverse methods, such as STEAM WEEK, outings, and lunchtime science activities, providing all students with learning experiences both inside and outside the classroom.
- Establish a training program for gifted science students, including the “MATATALAB Robot Team,” “Coding Agents,” and “Little Doctor of Science,” and motivate our students to participate in various scientific competitions to fully showcase their potential.
