From “Visitable” to “Inquisitive”: Principal-Led Selection and PBL Implementation of Social-Practice Laboratories for Science Education

To address the common problems of off-campus science practice—more sightseeing than inquiry, more activities than curriculum standards—this paper reconstructs the selection logic of social-practice laboratories from the perspective of principal curriculum leadership. Based on situated learning, "learning by doing" and the Compulsory Education Science and Information Technology Curriculum Standards, a five-dimensional framework (educational, scientific, practical, safe, collaborative) is built, with project-based cases in food technology, space breeding/satellites, and natural ecology/engineering.  Through a standards-mapping matrix, dual-mentor mechanism, real-data collection and rubric evaluation, resources such as food factories, space farms and lake wetlands can be transformed into repeatable, evaluable inquiry classrooms.