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Master Minds Collaborate Making an Impact: Enhancing Inquiry-Based Learning and how it Equates with the Standards
Inquiry-based learning (IBL) emerges from the student-centred teaching-learning approaches.
No Child Left Behind: How Blended Learning is Empowering the Next Generation of Science Students: how Blended Learning benefits students
According to UNESCO, the 2030 agenda for sustainable development goal on education is focused on ensuring that no one is left behind.
How do We Help Students Learn Science: Education Policies and how we can better handle Science Education
Science is best learnt through doing and being aware of its presence in our everyday life.
Teaching STEM with Toys: The Importance of Learning Science and Technology with Toys
Children construct much of their knowledge through interaction with the environment and working with objects.
Is Science the Fundamental Reason for our Existence? If so, why?
Is science the fundamental reason for our existence? This can be answered only if science demonstrates, through the scientific method, that it is the fundamental reason for our existence.
Is Science natural to us all but isn’t perceived so, because it is misconstrued?
Over the ages we have seen that science has been confined to classroom learning, which is paradoxical simply because science is weaved inextricably into our everyday life, starting with the human body to every phenomenon around.
Science Isn’t Just for Science Fair Competitions: Science is fun, and really shouldn’t be just for fairs
Science Fair Competitions are entrenched in most of our memories as a period of exciting interaction with peers, teachers, materials and equipment.
Discovery-Based Learning: A New Cure for Science Classroom Blues
A discovery is unravelling of an experience which is personal. It is commonly defined as “finding out something for the first time, that was not known before by anyone
The Benefits of Experiential Learning of Science
Learning science cannot be cut off from our experience of the world. The dangers of that could be the prevalence of “authorities in thought”, whose ideas become ours although they lack congruity with our reality.
