Experimental study on the impact of educational resources on learning effectiveness in STEM subjects

The present study aims to capture how the use of multiple and experiential educational resources in STEM learning activities contributes to children's receptiveness in approaching and understanding abstract and technical content, recognizing that the sustainability of learning outcomes depends on the direct interaction between the intellectual, social, emotional environment in the context of active, collaborative learning. In this regard, we advocate for teaching strategies tailored to STEM disciplines, in which the settings/design of didactic scenarios encourage the provision of appropriate experimental contexts in which students communicate, work collaboratively in groups, practice problem-solving skills, train positive, critical, analytical, deductive, inductive thinking, etc. Such teaching strategies, can also resonate with students' learning styles as absolutely necessary prerequisites for successful learning. The experimental study involves the re-creation of classical/traditional didactic scenarios - on topics included in the school curriculum and in the Science textbook - in the university physics laboratories, and their presentation as experiments, with the active involvement of the students. The research instruments - the Job Satisfaction Questionnaire as well as the Psychological Well-Being Scale - subsequently applied to the students - highlight, through statistical correlation, the association between openness to the learning content, the level of good understanding of the content, the level of positivity in relationships with others and psychological well-being in STEM-specific learning.