This year’s Scientix STEM Discovery Campaign is a joint international initiative co-organized with the Life Terra project. The initiative invites educators, projects, organisations, libraries, schools, universities, youth clubs and all interested stakeholders across Europe and beyond to celebrate careers and studies in the fields of Science, Technology, Engineering and Mathematics (STEM). The campaign runs from 1 February to 30 April 2024, with a peak of activities from 24-30 April. #Scientix #SDC24
On 01.04.2024 - 26..04.2024 date , Scientix ambassador, STEM and physics teacher Aliya Ahmadova from Azerbaijan organized a classroom activity on particle accelerators with this new learning scenario.
Overall, in the lessons I organized based on this new learning scenario, engaging students in activities in an interesting way and using modern learning tools to deeply understand complex scientific concepts related to the structure of matter and particle physics showed positive learning outcomes. The activity of the students, their interest in the lesson, and the correct performance of the tasks in the activities showed that this learning scenario was well created. Following the implementation of the new learning scenario, students began to perceive their surroundings through a new point of view. Exposure to scientific research and advancements regarding imperceptible entities sparked their curiosity in particle physics. Integrating hands-on experiences, crafting engaging educational materials, and leveraging technology in teaching greatly contributed to these outcomes. By the activity's conclusion, students had gained insights into subatomic particles, explored elementary particles via modeling, interacted with the operational mechanisms of particle accelerators through augmented reality, and honed their skills in interpreting detector data.
On 01.04.2024 - 26..04.2024 date , Scientix ambassador, STEM and physics teacher Aliya Ahmadova from Azerbaijan organized a classroom activity on particle accelerators with this new learning scenario.
Overall, in the lessons I organized based on this new learning scenario, engaging students in activities in an interesting way and using modern learning tools to deeply understand complex scientific concepts related to the structure of matter and particle physics showed positive learning outcomes. The activity of the students, their interest in the lesson, and the correct performance of the tasks in the activities showed that this learning scenario was well created. Following the implementation of the new learning scenario, students began to perceive their surroundings through a new point of view. Exposure to scientific research and advancements regarding imperceptible entities sparked their curiosity in particle physics. Integrating hands-on experiences, crafting engaging educational materials, and leveraging technology in teaching greatly contributed to these outcomes. By the activity's conclusion, students had gained insights into subatomic particles, explored elementary particles via modeling, interacted with the operational mechanisms of particle accelerators through augmented reality, and honed their skills in interpreting detector data.
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