Pedagogy

about gyanpro

Research shows that there is an increasing understanding and recognition of the ability of children’s early thinking and learning as well as a conviction that science may be a significant domain in early childhood, helping not only to build a basis for future scientific understanding but also to build important skills and attitudes for science education.

We believe, science is a natural and important part of children’s early learning. Children’s interest about the natural world is an influential catalyst for their work and play; and with the appropriate guidance, this natural curiosity and the need to make sense of the world become the foundation for beginning to use skills of inquiry to explore basic phenomena and materials of the world surrounding children.

Globally, classroom science teaching for school children mostly lacks hands-on experiments and activities which can in fact make science learning more fun for young children.GyanPro provides the missing practical half of the science education taught to children between 04 to 14 years of age.



The following figure illustrates GyanPro's Teaching Strategies.

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Storytelling : Scientific storytelling engages children and helps them to ask questions about the science like Why did this happen? What would we do next? How is this possible? The storytelling mapping technique used also helps teach children and influence them to develop their memory, retention and listening skills.

Hands-on Activities: We believe that busy hands make busy brains and hence incorporate lot of activities to involve active participation of students to experience scientific concepts. It can be a simple experiment like spectroscope to learn about light or a wireless electricity activity to learn about the future of power transmission or anything similar. Such activities will also help children to develop their fine motor skills and dexterity.

Role Plays: Role playing activities help students to involve themselves both intellectually and physically while learning a new concept. This allows children to become familiar with various scientific concepts being taught.
Role playing not only helps children to open up and become enthusiastic to newer ideas and concepts, but also allows them to become active participants in the entire learning process.

Puzzles: While solving puzzles, students are not concerned with the difficult science content, so they are better able to reflect on problem-solving. Importantly, we encourage students to reflect on their process. Asking questions like "How did you use creativity to solve this puzzle?" and "How do you think scientists use creativity?" are necessary to focus student thinking on understanding science concepts.
When students conduct their own investigations, they are encouraged to link their process to the strategies used with the puzzles. By reflecting on their own investigations of the scientific concepts, students are more likely to internalize scientific ideas rather than dismiss them as not reflecting real science.

Games: By playing a game, students may be able to understand a new concept or idea, take on a different perspective, or experiment with different options or variables. Games encourage students to interact with each other and develop social skills. Children learn to watch, wait, listen and improve their observational skills as well.