Learning beyond the four walls of the classroom: The potential of Cryogenics-Based Enrichment Programs (CBEP) in science education

Abstract

Though the bulk of students’ learning takes place in the classroom, it should not be restricted in there. The rich experience from the bigger classroom – the outside world, can complement and help to foster learning inside the formal classroom. Such experiences are given partial structure in the form of enrichment activities. In this paper, the potential of cryogenics-based activities, that is, activities involving the use of low temperature fluid such liquid nitrogen, in augmenting and fostering learning among school students, is explored. The study was based on a visit by a school group to Snow City for science enrichment lessons. Results show that novelty is an effective stimulus for promoting learning. Indeed, the field of cryogenics is a perfect embodiment of novelty. The brain-based learning paradigm is used to elaborate how novelty in the learning experience promotes outright learning from the enrichment and how such learning can be utilized to facilitate or reinforce formal learning. Aside from the cognitive gains, cryogenics-based science enrichment programs are also shown to be strong in the affective realm, an area that can resonate towards future learning endeavors in the formal classroom and affect career decisions of students.