Before Reading or Watching Videos, Students Should Experiment First
The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. By David Plotnikoff A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction. The findings were featured in the April-June issue of IEEE Transactions on Learning Technologies. “We are showing that exploration, inquiry and problem solving are not just ‘nice to have’ things in classrooms.