Bihu Elementary School, Neihu District, Taipei City—School Renovation Task Force: A Fantastic Clash Between Ecology and Architecture

I. Core Teaching Theories and Methods
1. STEAM interdisciplinary integrated education (Science, Technology, Engineering, Art, Mathematics)
o Interdisciplinary integration: Breaking through the boundaries of single disciplines, integrating science, technology, engineering, art and mathematics into a single learning context.
o Hands-on Learning & Trial & Error: Through board game simulations, field trips, and model making, students accumulate experience and build knowledge through the process of "trial and error - correction".
o Real-world scenario orientation: Advocating that learning should not be divorced from life experience, but should be motivated and practical in problem-solving by real-world issues.
2. Problem-Based Learning (PBL)
o Starting with real-world weakly structured problems: Using open-ended and uncertain real-world challenges such as "renovation of old school buildings" and "ecological impact during construction" as the driving force for learning.
o Learners take on the role of stakeholders: guide students to stand from the perspective of "citizens", "engineers" or "ecological guardians", moving from intuitive feelings to logical analysis and concrete action proposals.
The five-cycle process of PBL follows a systematic process of "problem introduction, investigation, problem definition, solution design/solution, reflection and revision".

II. Core Competencies and Learning Objectives
The development philosophy of this course aims to implement the core competencies of "spontaneity, interaction, and mutual benefit" in the twelve-year compulsory education system:
1. System Thinking: Guiding students to understand the interconnected and interdependent relationships between building structures, engineering construction, and the natural ecosystem.
2. Problem-Solving & Engineering Design Cycle: From identifying problems, collecting and retrieving information, to planning strategies, building models (such as action eco-towers), and conducting stress testing and optimization.
3. Collaboration and Communication Skills: Emphasis is placed on group peer discussions, convergence of opinions, understanding of diverse perspectives (such as the PMI thinking method), and sharing of results.
4. Local Concern and Environmental Sustainability: Establish a balanced awareness between development and environmental conservation, and cultivate sustainability literacy with critical thinking and a sense of local civic responsibility.

III. Vertical and Horizontal Integration Links
1. Horizontal knowledge integration:
Science (S): Ecosystem, food chain, habitat and photosynthetic effects.
Technology (T): Using digital devices (tablets) for news retrieval and filtering.
Engineering (E): Structural stability, center of gravity shift, mechanics and seismic safety concepts.
Art (A): Drawing ecological hotspot maps, sketches of the future Bihu Lake, and aesthetic presentation of models.
Mathematics (M): Spatial configuration, scaling, geometry and data analysis.
2. Deepening Vertical Learning: Changing the previous phenomenon of scattered themes across grades and only reaching intuitive sensory experience, this approach deepens students' thinking through a vertical framework of "observation, analysis, design, testing, and correction".