An estimated 75% of the fastest growing occupations require science, technology, engineering and mathematics (STEM) skills and knowledge. Yet, the general malaise shadowing these disciplines is that they are tedious and uninteresting.  

A partial reason for this is that the present curriculum, coupled with the mode of presentation that characterizes general science courses is limited.  The current pedagogy, or method/practice of teaching, often leads to appropriating information, rather than knowledge.  Furthermore, having information does not correlate with mastering the needed skills and then applying them to the world in which they live. 

Another reason is that the physical environments in which these courses are taught are generally organized to encourage didactic learning, when they must be organized to support interactivity. 

The goal of this article by Peter C. Lippman Assoc. AIA is to examine research that highlights the dissonance between the pedagogy and the physical environment and then offer international precedents that embrace activity based learning; for, within these settings the learner is valued, ideas are shared and knowledge and understanding are co-constructed. Lastly, the physical environment is designed to support these diverse interactions.


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