摘要：The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided.
