METHODOLOGY

Our methodology of learning STEM is based on constructivist and social constructivist learning approaches.

Constructivist approach to learning stress importance of connecting newly taught knowledge to the previous experience of the student. According to this learning shall happen in real-life context and shall be problem-based. This approach generally call to induce a cognitive conflict in order to immediately propose appropriate (i.e. scientific) explanation to the observed everyday phenomena. This approach is reasonable, however is challenging in the classroom reality: it is often difficult to connect any significant amount of curricular knowledge to previous experience of the students – especially in II and III school stages. Indeed, it is not an easy task – to find enough meaningful everyday situations, which could be connected to, say, teaching algebra, without mentioning calculus.

With our solution, we propose to broaden the notion of everyday experience for students, so that this experience can be further used in teaching science. Our learning environment is a tangible medium, which allow students to get necessary empirical basis and computer-aided simulation tool that allows extension of experimentation beyond classroom. 

We characterize this approach as broadening the concept of scaffolding: instead of supporting only student’ learning, we propose also scaffolding of everyday experience.

Integration of formal curricula with everyday experience facilitates deep understanding and “internalization” of knowledge. Students are able to go far beyond solving typical exercises (e.g. math equations or physics exercises), and obtain deep conceptual and interdisciplinary understanding of science as a whole, establish links between various disciplines and apply scientific approach to problem solving. 

With our approach, construction of knowledge is not happening using only memory. Instead of cramming, student is able to deduct rules/formulas him/herself. Structural vision of science/world is prevailing and concepts of higher orders are being constructed by the student. Student subjectively express objectively existing rules and laws. 

New info received in school is being “internalized” by the student and fits into student’ concept map, forming integral scientific knowledge. 

Contact us to receive demo lesson plan.