Abstract:

Integrating authentic scientific practices into school STEM education remains challenging, particularly when connecting theoretical concepts to real measurements and data interpretation. Although digital tools are increasingly present in classrooms, they are often used only as supporting resources rather than as instruments for conducting scientific investigations.

This presentation introduces a pedagogical framework structured around the sequence Build–Measure–Interpret, designed to guide students through key stages of experimental scientific practice. The approach has been developed through educational initiatives in applied geoscience and is currently explored in non-formal learning environments, such as science outreach activities and immersive educational experiences, where participants interact with simplified versions of scientific instruments and experimental setups.

Within these contexts, non-formal activities act as testing grounds for educational approaches that can later be adapted to classroom use. The framework, therefore, aims not only to provide engaging learning experiences but also to generate practical models that teachers can integrate into school lessons.

In the first stage, Build, participants assemble simplified measurement devices or experimental setups, introducing fundamental concepts related to sensors, instrumentation and experimental design. In the second stage, Measure, real signals or environmental parameters are recorded using digital acquisition systems and simple visualisation tools. The final stage, Interpret, focuses on analysing the collected data and connecting observations with scientific concepts through guided discussion and explanation.

The approach has been tested through workshops with teachers and school-based activities where students work with simplified instruments such as educational seismometers, environmental sensors and multiparameter monitoring devices. These experiences demonstrate how instrument-based learning can support inquiry-based and project-based approaches while connecting physics, earth sciences, engineering and digital technologies.

The results suggest that non-formal learning environments can play an important role in developing and refining educational methods that are later transferable to classroom implementation, helping students engage more directly with scientific investigation and data interpretation.

Acknowledgement:
This work is supported by the QuakeQuest Immersive Educational Earthquake Simulation Project (PN-IV-P7-7.1-PED-2024-1386), funded by the Ministry of Education and Research through UEFISCDI, within PNCDI IV.

Keywords:

STEM Education, Scientific Instrumentation, Data Acquisition and Interpretation, Inquiry-Based Learning, Low-Cost Educational Sensors.