The Future of Education

Edition 13

Accepted Abstracts

Creative Learning and Inquiry-based Science Teaching with Physical, Virtual and Remote labs

Georgios Mavromanolakis, Research & Development Department, Ellinogermaniki Agogi, Pallini Athens (Greece)


We present a cross-disciplinary learning activity conducted with team of teachers and junior high school students that encompasses thematic areas in science, technology and engineering education curricula. Through creative learning and inquiry-based methodologies the students working in groups acquire conceptual and content knowledge which is further elaborated by the use of physical, virtual and remotely operated science labs or other manipulative. The starting point and initial focus of the activity is the Archimedes’ principle of buoyancy. The students acquire and experience knowledge on physics related subjects such as forces, motion, equilibrium, buoyancy, mass, density, volume but also on technology and engineering oriented fundamental topics such prototyping, structural stability, modeling, engineering practices, design principles etc. The development of the activity is designed in a way to improve not only their scientific knowledge and understanding but also their social and verbal skills (collaboration, communication, presentation, project planning and management) and develop key competencies (creativity, innovative thinking, problem solving, digital literacy). The learning activity has been expanded as science and technology contest for students and has been conducted in various in-school and out-of-school settings. Practicing, adapting and extending this learning activity with various groups of students, including low-achievers, we find that it motivates and enhances their interest in science and technology.

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