A Study on Interdisciplinary Teaching of Elementary School Science Based on Graphical Programming: An Example of “A Journey to Explore the Solar System”

The enhancement of science education represents a pivotal task within the ongoing reform of basic education. The integration of graphical programming as a media tool into interdisciplinary teaching in elementary science courses has sparked renewed momentum for the implementation of core literacy, teaching reform, and innovation. Against this backdrop, the present study initially combs through relevant research outcomes pertaining to elementary science and graphical programming, highlighting the current challenges and issues faced in elementary science teaching. Subsequently, leveraging the “C-POTE” model and the 4P principle of interdisciplinary thematic learning, an interdisciplinary teaching model for elementary science, grounded in graphical programming, is constructed. This model is steered by core literacy, features interdisciplinary concepts as its core, employs graphical programming tools as its medium, creates authentic scenarios, establishes problem chains and task clusters, encourages inquiry-based science teaching, and fosters evidence-based and diversified teaching evaluation. Subsequently, the article employs the case study of “A Journey to Explore the Solar System” as an illustrative example to demonstrate the implementation of interdisciplinary teaching in elementary school science courses through graphical programming. Furthermore, it delves into the analysis of the impact and effectiveness of this course example._Ultimately, the study summarizes and reflects on the analysis's outcomes, aiming to provide practical guidance for innovating the teaching mode of elementary science courses.