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BrainSTEM: Understanding Why STEM-Infused Instruction Works
Ultimately, a properly prepared student will possess both conceptual knowledge and procedural skills!
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LabLearner materials are authentic so that skills learned at every level, from preschool through high school, are reinforced with increased conceptual complexity.
BrainSTEM: Understanding Why STEM-Infused Instruction Works
Ultimately, a properly prepared student will possess both conceptual knowledge and procedural skills!
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BrainSTEM: Understanding Why STEM-Infused Instruction Works
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$27.00
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Perfect back-to-school reading for educators and parents alike.
Written by the LabLerner founder, this book explains the neurocognitive basis for STEM education success. It describes several different ways to think about STEM and even more ways to infuse STEM into the curriculum.
Before setting out to develop a STEM program for our students, we must be sure that we have a firm and shared understanding of what STEM actually is. Importantly, STEM curricula should not diminish the rigor of either the Science or Mathematics curriculum. On the contrary, it should strengthen them, magnify their applications and inspire students to explore further STEM studies and consider STEM careers.
Hands-on science instruction seems like a self-evidently good idea. Letting students observe and manipulate objects puts science concepts right in front of them, and sometimes literally in their hands. Not only is 500 ml of water twice as much as 250 ml on paper, in the lab it looks like twice as much. The concept of density is almost impossible to “grasp” without holding different objects of the same size but different weights (a plastic and a steel marble, for example) in our own two hands—once we do, the concept becomes entirely clear. Yet a hands-on approach to science education also has particular developmental value to elementary school students.
Elementary school teachers face a unique challenge as educators. Every good teacher must cater their teaching strategy to the cognitive developmental level of his or her students. However, in the case of elementary school, teachers must do so for students that are essentially developmentally moving targets!
We often speak of the power of observation. Why do we refer to observation as a power? A keen sense of the world around us was undoubtedly an essential power of our early human ancestors. Sensing or observing the world around them meant their—and our—survival. Avoiding dangerous animals, sharp objects, steep drop-offs, poisonous plants, and aggressive gestures from other humans all required observation.
"Our school loves its LabLearner STEM Lab. From our 3 year old in Jr. PreK to our 8th graders, the students look forward to their time in the lab. The teachers love the layout of the workbooks. Material is presented in a very easy to follow, logical manner. The students are well prepared intellectually for the discovery part of the lesson in the lab."
Kathy Buscemi, Principal
"When I see how engaged the students are in the lab, it reminds me of why I went into teaching!"
Margaret Tyndall, Principal
"Has LabLearner changed my way of teaching? Yes, it definitely has! My students are always questioning and seeking answers which the experiments help provide. They are starting to think outside the box. What if I change this or tweak that? What will happen? They are becoming true scientists!"
Geralyn Arcieri, Teacher
"The reaction to the curriculum and materials has been overwhelmingly positive from teachers, students and parents. The hands-on approach of the program has benefited all students on all levels of academic achievement. Students are engaged and enthusiastic in each step of the learning process associated with each lab activity. Wearing the lab coats truly enables them to imagine themselves as researchers and scientists. I believe that the Lab Learners Program has sparked the interest of future STEM career paths in many of our students."
Andrea D’Emic, Principal
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