Español 
On June 11 and 12, the Collaborative Sciences Project of the International Baccalaureate Diploma Programme was conducted as an interdisciplinary learning experience aimed at replicating the dynamics of contemporary scientific research within an educational setting. The activity was designed with a dual purpose: to simulate research as an inherently collaborative endeavor and to foster the development of skills related to the use of essential experimental techniques across different scientific disciplines.
Students were organized into interdisciplinary teams that integrated knowledge and methodologies from various areas of science. In order to strengthen the contextual and professional dimension of the project, each group assumed the identity of a prestigious international research institute, including the Institut Pasteur, the Wuhan Institute of Virology, the Max-Planck Institute, and The Francis Crick Institute. This approach enabled students to situate their work within a global framework and to better understand the collective, international, and applied nature of scientific research.
Application of scientific procedures
The research topics were structured around a series of experimental investigations requiring the rigorous application of scientific procedures. These included the determination of G-force from rotations per minute, the use of microscopy and micromeasurement techniques to analyze pollen, yeast, and microorganisms, the application of centrifugation to determine the density of these samples, the study of plant pigment chromatography and the influence of solvents on Rf values, and the synthesis of methyl 3‑nitrobenzoate along with the evaluation of its yield and purity. Through these activities, students engaged with a range of experimental challenges, promoting systematic data collection, processing, and critical interpretation of results.
Scientific knowledge/Approaches to Learning
The project was implemented through a structured sequence of phases. An initial plenary session held in the library served to introduce the project, present the research institutes, and identify group leaders. This was followed by a period of experimental investigation, during which students carried out laboratory work, collected and processed data, and documented their work through video recordings. Subsequently, each team prepared video presentations to communicate their findings in a clear and rigorous manner. In parallel, a coordination meeting involving group leaders, the project chairman, and teachers was held to monitor progress and ensure overall coherence. The project concluded with a final plenary session in the library, where results were shared, followed by the completion of an individual reflection sheet that enabled students to evaluate their learning process.
Overall, this educational experience not only reinforced scientific knowledge but also fostered the development of Approaches to Learning (ATL), particularly in research, critical thinking, communication, and collaboration. In addition, it contributed to strengthening key IB learner profile attributes, such as being inquirers, open-minded, reflective, and caring. By reproducing the conditions of real-world research, the project provided students with a deeper, more applied and contextualized understanding of scientific practice.
