LEARNING MODEL
The Science Museums' learning model is based on the latest international research into inquiry-based and creative learning from collaborators such as The Tinkering Studio and Project Zero at Harvard University and national studies of Danish children's learning such as SCOPE and PLAYTrack.
The model contains four facets of the learning experience that we wish students to have when they visit the Science Museums.
Connect
At the Science Museums, we believe that learning happens when it is linked to previous experiences. Therefore, we always try to find a hook that can connect what happens at the museum with the students' prior knowledge and what they experience at school and in their lives in general.
Therefore, we would like to know what prerequisites the students bring. When you book a workshop with us, we always adapt our workshop according to the knowledge and experiences the students already have. We would also like to know how you will follow up when you go back to the classroom, so that we can contribute to the post-processing of the visit.
Explore
Our approach is based on a classic constructionist view of learning. A learning environment must provide the opportunity for the students to have a magnifying glass that they can use to examine a scientific topic based on their own preferences, prerequisites and ambitions.
In all our workshops, we strive to involve students through active exercises and explorations that support the acquisition of skills that are experienced as relevant and meaningful for the workshop subjects.
Discover
Our skilled student facilitators constantly scaffold the students to challenge themselves and make new discoveries during the workshop. We work to ensure that a lightbulb goes on for the students in our workshops, so that they get a feeling of finding answers, while at the same time awakening new curiosities.
Reflect
As an external learning environment, the Science Museums are a unique opportunity to invite students into new learning frameworks that provide space for dialogue and reflection. Here, students can utilize their prerequisites and experiences in a way that makes them reflect on how new knowledge can be linked with existing knowledge and transferred to the school's formal learning objectives.