Tag Archives: Peter Harrison Planetarium

Rote learning makes way for interactive lessons

When I went to school a couple of decades ago, learning was a largely passive and linear experience where the teacher instructed and the student listened. Intelligence was mainly measured on how much information we could memorise and reproduce on paper. Nowadays, hands-on and practical teaching that encourages one to observe and question has opened up endless possibilities for acquiring knowledge, making rote learning methods seem outdated.

My 4 year old daughter is yet to perfect her reading and writing but can be quite chatty while explaining how a caterpillar transforms into a butterfly or what Saturn’s rings are made of. “A caterpillar turns into a chrysalis, and not a cocoon, before it becomes a butterfly,” she corrected me when she was only 3.5 years old. I later learnt that she had seen the process of a real caterpillar growing into a butterfly in her preschool classroom.

Concepts of mathematics and science are now taught through games and play, more so during the early years before children start formal schooling. For instance, young children aren’t expected to remember the names of different seasons but explore them through activities like nature walks and learn about capacity during sand play.

practical-teaching-maths-and-science

In England, mandatory guidelines regulate all schools which means all children can benefit from a similar approach to learning, irrespective of whether they attend state sponsored free schools or fee paying ones.

Practical learning is not limited to classrooms and places of interest also cater to children with fun activities that introduce concepts. Last week, my husband and I took our daughter to the planetarium in London at the Royal Observatory Greenwich where the famous Prime Meridian is also located. We had booked tickets for a show that was aimed specifically at children of my daughter’s age and revolved around a teddy bear’s journey to find the Big Bear in the sky. The interactive show was led by an astronomer and involved singing and rhyming as it talked about the sun and various planets in a simple yet engaging tone relevant for young children.

There are more chances of children retaining some information about the solar system through an engaging story of a teddy bear rather than having to learn the names of planets in order, as we did in our days.

London’s world famous museums with their vast collections of artifacts from across the world are also full of exploratory activities for children. According to an official statistic, nearly 4 lakh young people (11% of total visitors) visited London’s science museum alone in 2015-16 as part of a school or educational group.

During a recent visit to the Science Museum, we were fascinated to see flight simulators and Apollo’s command module. There was also a 3D animation about Apollo’s lunar missions that brought alive the feeling of rocket take off, landing on the moon and even enjoying a bumpy ride on its surface. Now a 3D movie is hardly innovative but using it to experience science concepts definitely is.

Advertisements