Synopsis:
The synopsis intends to explain Abhianyu's persective in a short and concise manner by picking out the main topics from his write-up. The longer write up is visible beow.
Ideas on how MakersBox could work towards STEM education during the pandemic:
Personal experiences:
Pre-pandemic:
During pandemic:
Post pandemic:
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By Abhimanyu Saighal
What could MakersBox Foundation do to deliver effective STEM education?
The foundation could provide engaging STEM-based learning kits to students across India. Traditionally, such kits simply contain manuals that explain how to assemble certain electronic devices. MakersBox Foundation could develop a STEM kit including a detailed booklet that contains neatly labelled, easy-to-understand diagrams and outlines the theoretical underpinning of the electronic components utilized. This will equip learners with relevant practical and theoretical knowledge. The kits should be designed in such a manner that they can be used to explore a vast variety of concepts, from electricity to mechanics. Kits like these could become substitutes to online STEM education, to which many people do not have access.
Although online learning cannot act as a permanent replacement for physical education, it does have its advantages. For instance, online platforms can connect students from across the country, improving their ability to work in a team and collaborate with individuals they have not met before. That said, one of the main problems with this form of education is its monotony. To minimize the said issue, MakersBox Foundation can train educators to deliver content and teach concepts in a creative manner, one that stimulates students. For example, rather than solely sticking to PowerPoint presentations and textbooks, educators can employ digital tools such as simulation software to make STEM learning come alive.
It is important to acknowledge that not everyone has access to the internet. Furthermore, STEM education must also be provided through other avenues. This can potentially be done by reinventing textbooks. Today, many students consider textbooks as not the most interesting form of learning. According to my experiences, it is not the idea of studying from a book that is a problem to students, but the way information is presented through them. Often, textbooks are heavily reliant on text and have a very repetitive, dull structure. MakersBox Foundation can change this paradigm by introducing textbooks that appeal to students. Such textbooks can perhaps contain engaging exercises and problem-solving activities. Not to mention, textbooks can be made less text-heavy by making them centred around diagrams and images, as opposed to text-based descriptions. Another flaw that students find in textbooks is how the solutions to exercise questions are presented. Normally, there is merely a list of answers present at the end of the chapters, without any additional information. This can be kept in mind while developing new and improved textbooks. More specifically, they can be made to contain comprehensive answer explanations.
Personal perspectives on learning/education.
Our teachers in school mainly focused on developing our theoretical foundations. Significantly less emphasis was put on hands-on learning. On the occasion that experiments were performed in class, they followed a very linear approach: changing a basic experimental variable and recording values. Oftentimes, these experiments were simply the ones described in the textbook. I believe that schools should offer more opportunities to design one’s own experiment / scientific investigation, allowing for intellectual curiosity. Naturally, some schools may not have the means to allow for this, which cements the need for maker spaces.
In Physics, Chemistry, and Mathematics, our final grade was determined only by how well we did in the written exam. This reduced the incentive for students to explore concepts beyond the syllabus. Perhaps education boards can add a project component to their curricula. One of my subjects that struck a good balance between theoretical and practical learning was Design and Technology. In addition to two written papers, the course entailed planning, designing, and creating a physical product that was graded at the end of the semester. I believe that a similar model can be implemented for other STEM-related subjects.
Naturally, the pandemic resulted in less physical interaction amongst students, thereby hindering teamwork.
In our school, there is significantly more emphasis on experiments and demonstrations in 11th and 12th grade (as compared to earlier grades). Unfortunately, due to the pandemic, we are currently unable to utilize the school lab and so have to rely mostly on simulation software for experimental work.
On a more positive note, our teachers have unearthed various engaging digital tools to reinforce what is taught in class, such as Kognity, a digital platform that provides “intelligent textbooks” (which include simulations, diagrams, videos, and more).