Thinking back and forth between observing physical phenomena and developing scientific ideas, also known as hands-on and minds-on learning, is essential for the development of scientific reasoning in primary science education. In the Netherlands, inquiry-based learning is advocated as the preferred teaching method. However, most teachers lack time and sufficient pedagogical content knowledge to adequately provide the teaching required for this. To address this problem, we designed and evaluated science and technology lessons, consisting of hands-on experiments combined with interactive diagrams, aimed at scaffolding primary school students (9–12 years) in the development of their scientific reasoning. Our proof-of-concept uses an online application, that lets students work through the lessons while alternating hands-on and minds-on activities. A study was carried out (n = 490) showing that most students successfully complete the lessons within a standard lesson timeframe. The approach enables students to effectively apply several types of scientific reasoning and to do so more autonomously than in traditional science classes.
Informal learning spaces create opportunities for children and youth to develop their talents and to experience new social roles. In recent years, several public libraries in the Netherlands have established makerspaces to empower youth by facilitating the development of their digital skills in conjunction with their creativity. The Amsterdam Public Library created a network of makerspaces (Maakplaats021) and provided training for the makerspace-coaches. These coaches – former librarians or other professionals – have a central role in the makerspace and fulfill several functions. This contribution describes informal learning of children in these makerspaces and distills critical features that enforce learning through the lens of children aged 8–12 and their makerspace-coaches.
Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.
