Siemens Stiftung

Home

Go to: Main Navigation

Go to: Content

Go to: Sidebar

Go to: Language Navigation

Go to: Service Navigation

Go to: Quick Search

Go to: Footer

Experimento

Real-life science and technology instruction

The international educational program Experimento is currently active in eleven countries in Europe, Latin America, and Africa.

Educational requirements are different in every country and are strongly influenced by cultural factors. This is why local partners such as education ministries and universities are involved in all the countries. The cooperation with local educational partners helps meet the specific teaching and learning requirements of each country. 

Find out more

  • Learning by discovering to shape the world: Impressions of the practical implementation of the program in cooperation with the partners in Chile.
  • Experimento Chile- SieSti
    Experimento is used throughout the educational chain and has been adapted to local teaching and learning needs – starting as early as kindergarten.
    /
  • Experimento Chile, Siesti
    Se utiliza Experimento desde el jardín de infancia a lo largo de toda la cadena educativa y se adapta a las necesidades de enseñanza y aprendizaje in situ.
    /
  • Experimento Chile, Siesti
    Carrying out experiments together gives girls and boys in Chile the chance to develop their own talents and potential in STEM subjects.
    /

What knowledge and abilities will we need in the future? Chile’s educational system is in the midst of a structural process increasingly guided by a rapidly changing world. Specifically, this means an education that gives young people long-term viability and the capacity to think and act in a critical manner. Education that extends beyond factual knowledge and incorporates skills that contribute to the common good. And requirements that a science and technology education can convey very well. 

Siemens Stiftung has therefore been dedicated to contemporary science and technology education in Chile since 2011. With our international education program Experimento, we are primarily addressing educators in the preschool and primary school segments, with secondary school teachers included successively as well. A central factor in our work is the close cooperation with local partners and involvement in alliances and networks. The effective interplay of dedicated local players has been particularly successful in Chile and has increasingly extended beyond national borders through the cooperation with education partners from Colombia, Mexico and Peru. What unites us all is our goal of striving for strong education, particularly in the STEM field. The path is always based on a trustful cooperation, according to the various needs in which the foundation can make an impactful contribution. Each partner advances the program in a targeted, sustainable manner with their own impulses and, increasingly, their own resources and activities.

Shaping STEM together

Through a range of partnerships, Siemens Stiftung is committed to the entire educational chain:

Universidad de Chile: Synergy effects through combined programs

Siemens Stiftung is building on the partnership with the Universidad de Chile for the impact-oriented provision of science and technology education and the integration of Experimento to make a didactic and content-based contribution to the mandatory curriculum of Chilean schools. For many years, the most notable public university has worked with its own educational program ECBI (Enseñanza de la ciencia basada en la indagación) for the targeted development of research-based learning in science instruction. In 2014, the programs were combined into ECBI-Experimento and positioned as a joint collaboration project of the Universidad de Chile and Siemens Stiftung. This synergy provides the basis for teacher training and continuing education programs held across the country. Furthermore, ECBI-Experimento flows into government-sponsored continuing education programs and is also an educational element in establishing the school of education at the Universidad de Chile. Through the Universidad de Chile, the Experimento program is gradually spreading into many regions of the country, from Arica in the Atacama Desert to Central and Southern Chile, all the way to Easter Island and Antarctica.

The country’s regional public universities are also increasingly interested in collaborating with Experimento-ECBI for teacher training and continuing education.

Siemens Stiftung is building on the partnership with the Universidad de Chile for the impact-oriented provision of science and technology education and the integration of Experimento to make a didactic and content-based contribution to the mandatory curriculum of Chilean schools. For many years, the most notable public university has worked with its own educational program ECBI (Enseñanza de la ciencia basada en la indagación) for the targeted development of research-based learning in science instruction. In 2014, the programs were combined into ECBI-Experimento and positioned as a joint collaboration project of the Universidad de Chile and Siemens Stiftung. This synergy provides the basis for teacher training and continuing education programs held across the country. Furthermore, ECBI-Experimento flows into government-sponsored continuing education programs and is also an educational element in establishing the school of education at the Universidad de Chile. Through the Universidad de Chile, the Experimento program is gradually spreading into many regions of the country, from Arica in the Atacama Desert to Central and Southern Chile, all the way to Easter Island and Antarctica.

The country’s regional public universities are also increasingly interested in collaborating with Experimento-ECBI for teacher training and continuing education.

Pontificia Universidad Católica de Chile (PUC), Santiago: Experimento is part of the teacher training

A strategic cooperation also exists with Pontificia Universidad Católica de Chile (PUC), a university that is widely respected in Latin America and the rest of the world. The PUC has declared it a strategic project to strengthen STEM education and is working on reforming its curriculum for teacher training and continuing education. At the school of education in Santiago, Experimento is adapted for the primary and secondary school and tailored to national requirements. An academic exchange between the educational experts at the TU Munich and Ludwig Maximilians University in Munich produces important synergy effects that will contribute to a future-oriented STEM education.

A strategic cooperation also exists with Pontificia Universidad Católica de Chile (PUC), a university that is widely respected in Latin America and the rest of the world. The PUC has declared it a strategic project to strengthen STEM education and is working on reforming its curriculum for teacher training and continuing education. At the school of education in Santiago, Experimento is adapted for the primary and secondary school and tailored to national requirements. An academic exchange between the educational experts at the TU Munich and Ludwig Maximilians University in Munich produces important synergy effects that will contribute to a future-oriented STEM education.

Pontificia Universidad Católica de Chile and the interdisciplinary complex for sustainable development, CIDS UC (Campus Villarrica): Focus on education for sustainability

The Campus Villarrica is located in the southern Araucanía region, one of the structurally and educationally weakest areas of Chile. For the university, the particular social, political and cultural requirements of this region mean that the topics of education and sustainable development have very specific significance. In light of this, Experimento, having been adapted to the regional context and needs, and can contribute to training and continuing education for teachers in this rural setting. Interculturality and indigenous knowledge along with the development of new modules are important parts of the responsible project group’s work. The combination of education and content-based elements from the Siemens Stiftung development partnership in this field promotes development in the region. The solution-oriented projects connect schools and the community.

The Campus Villarrica is located in the southern Araucanía region, one of the structurally and educationally weakest areas of Chile. For the university, the particular social, political and cultural requirements of this region mean that the topics of education and sustainable development have very specific significance. In light of this, Experimento, having been adapted to the regional context and needs, and can contribute to training and continuing education for teachers in this rural setting. Interculturality and indigenous knowledge along with the development of new modules are important parts of the responsible project group’s work. The combination of education and content-based elements from the Siemens Stiftung development partnership in this field promotes development in the region. The solution-oriented projects connect schools and the community.

Pontificia Universidad Católica de Valparaíso (PUCV): Network and evaluation

The university in Valparaíso has begun to systematically integrate Experimento as an element of its teacher training and continuing education along the entire educational chain. The strategic decision of the university to expand the first chair for science education in Chile and to establish a STEM center illustrates the importance given to contemporary science and technology education here. The center integrates all of the existing and new initiatives of the various schools. In order to promote the exchange with other specialists, institutions and Experimento partners in and around Chile, PUCV has established an online platform for STEM networks in Latin America: OLADIC (Observatorio Latinoamericano de Didáctica de las Ciencias) combines the cumulative experiences and expertise of dedicated STEM education in Latin America. Experimento and Siemens Stiftung are part of OLADIC and co-founders of the initiative.

 

 

The university in Valparaíso has begun to systematically integrate Experimento as an element of its teacher training and continuing education along the entire educational chain. The strategic decision of the university to expand the first chair for science education in Chile and to establish a STEM center illustrates the importance given to contemporary science and technology education here. The center integrates all of the existing and new initiatives of the various schools. In order to promote the exchange with other specialists, institutions and Experimento partners in and around Chile, PUCV has established an online platform for STEM networks in Latin America: OLADIC (Observatorio Latinoamericano de Didáctica de las Ciencias) combines the cumulative experiences and expertise of dedicated STEM education in Latin America. Experimento and Siemens Stiftung are part of OLADIC and co-founders of the initiative.

 

 

Fundación Choshuenco: Early support in kindergartens
English: Text zu "Fundación Choshuenco: Frühförderung im Kindergarten"

We work with Fundación Choshuenco to implement Experimento in kindergartens. The activities are also supported by the Universidad de Chile and the Pontificia Universidad Católica. They conduct Experimento training programs for Kindergarten classrooms and promote ongoing implementation in the kindergarten and preschool setting. The Fundación Choshuenco focuses on quality improvement in Kindergartens according to clearly defined criteria and in strategic cooperation with QUIK, a program from Germany that aims to ensure quality in these institutions and make it evaluable. The process incorporates Experimento as a content-based program for children from three to six years old. The combination of Experimento and QUIK sets new qualitative standards and can serve as a best practice model for focusing on educational aspects.

English: Text zu "Fundación Choshuenco: Frühförderung im Kindergarten"

We work with Fundación Choshuenco to implement Experimento in kindergartens. The activities are also supported by the Universidad de Chile and the Pontificia Universidad Católica. They conduct Experimento training programs for Kindergarten classrooms and promote ongoing implementation in the kindergarten and preschool setting. The Fundación Choshuenco focuses on quality improvement in Kindergartens according to clearly defined criteria and in strategic cooperation with QUIK, a program from Germany that aims to ensure quality in these institutions and make it evaluable. The process incorporates Experimento as a content-based program for children from three to six years old. The combination of Experimento and QUIK sets new qualitative standards and can serve as a best practice model for focusing on educational aspects.

Pilot project “Experimento Rapa Nui” on Easter Island

Experimento has been present on Easter Island since 2017. Together with the Universidad de Chile, Siemens Stiftung started a pilot project as part of the agenda for sustainable development for Rapa Nui. The objective is the establishment of an “Experimento Rapa Nui”, an adaption of the program with regard to the context and culture of the island, which started with its use in kindergartens and at the elementary-school level at the public Lorenzo Baeza Vega School in Hanga Roa. The practical approach of this educational program fits perfectly into the teaching and learning philosophy used on Rapa Nui. Knowledge is gained primarily outside of the classroom and in nature, collecting and examining shells from lava rocks, measuring the pH value of the beach and volcanic lake, identifying seeds and roots, witnessing natural processes such as growth and water circuits while at the same time learning and preserving the Rapa Nui language. Knowledge of and learning about traditional aspects of nature and culture can be effectively integrated in the Experimento program.

The agreement with the mayor of Rapa Nui proposes to view Experimento as a co-construction project with the residents of Easter Island and to make it a part of the sustainable development of this island, which is so essential for everyone. Protection of the extraordinary environment, sustainable energy and water supply as well as waste management are existentially relevant topics here in particular.

Fokus Indigenes Wissen und Nachhaltigkeit: Veränderungen beginnen im Kopf

Gemeinsam mit ihren lokalen Partnern will die Siemens Stiftung zu einer Bildung beitragen, die inklusive und nachhaltige Entwicklung berücksichtigt. Die Experimento-Adaptionen nutzen deshalb die Überschneidungen, die indigenes und forschendes Lernen in ihrer praktischen Umsetzung zeigen. Traditionelle Lehrinhalte, wie beispielsweise Heilkräuter, Wetterphänomene oder Prozesse wie Fermentieren oder Färben von Fasern, lassen sich in die Experimento-Themenbereiche Energie, Umwelt oder Gesundheit einbinden. Analog dazu sollen nachhaltiges Denken und Handeln in allen Bereichen der naturwissenschaftlich-technischen Bildung verankert werden. Kinder und junge Menschen sollen frühzeitig verstehen, dass ihre Entscheidungen und ihre Handlungen Auswirkungen haben und lernen, verantwortungsvolle Entscheidungen zu treffen. Die Siemens Stiftung unterstützt deshalb als Partner der PUC Villarrica den Aufbau und die nationale und regionale Entwicklung des CIDS (Complejo Interdisciplinario para el Desarrollo Sustentable). Diese in Lateinamerika bislang einzigartige Plattform will das Thema integrale nachhaltige Regionenentwicklung fördern. Sie tut dies durch die Entwicklung von lösungsorientierten Bildungsprojekten für die Gemeinschaft, strukturverändernde Prozesse und Verbesserungen in den vor allem sozial- und strukturschwachen Gebieten. Die Siemens Stiftung agiert gemeinsam mit ihren Partnern operativ mit Experimento zur Ausbildung von Lehrkräften in Vorschule, Grund- und weiterführender Schule und als Netzwerkpartner für nationale und internationale Entwicklung.

Evaluation

The Center for Education Innovation of “Fundación Chile”, a partner of Siemens Stiftung, examined the process of adapting and integrating the pilot project “Ciencia Más” (originally Experimento I 8+) from May to November 2013. Using qualitative and quantitative methods, the Center interviewed some 70 teachers at ten schools in Antofagasta Province and accompanied their lessons. The evaluation took place at two points in time, comparing the initial situation at the start of the project (first diagnosis in May) with the final diagnosis in November of the same school year. The following aspects were assessed at both stages: teachers' expectations, observations from practical implementation in the classroom, coverage of the curriculum and satisfaction level of the teaching staff.

Teachers are generally happy with the program and recognize its value and the benefits it brings. They see it as enrichment to their teaching. It is notable that a significant improvement took place in almost all aspects of teaching. The results show that group work takes place more frequently in classrooms, which can also be interpreted as progress in the development of students' behavioral skills. Activities that are closely related to the scientific method, are being developed here: carrying out experiments and embedding the concepts associated with them, developing students' metacognitive abilities and reviewing what they have learned. Teachers are even seeing an improvement in students' thinking skills thanks to the new pedagogical focus. However, the results also point to where changes are needed. For example: adaptation of material to Chilean teaching and more differentiation by class level.

The Center for Education Innovation of “Fundación Chile”, a partner of Siemens Stiftung, examined the process of adapting and integrating the pilot project “Ciencia Más” (originally Experimento I 8+) from May to November 2013. Using qualitative and quantitative methods, the Center interviewed some 70 teachers at ten schools in Antofagasta Province and accompanied their lessons. The evaluation took place at two points in time, comparing the initial situation at the start of the project (first diagnosis in May) with the final diagnosis in November of the same school year. The following aspects were assessed at both stages: teachers' expectations, observations from practical implementation in the classroom, coverage of the curriculum and satisfaction level of the teaching staff.

Teachers are generally happy with the program and recognize its value and the benefits it brings. They see it as enrichment to their teaching. It is notable that a significant improvement took place in almost all aspects of teaching. The results show that group work takes place more frequently in classrooms, which can also be interpreted as progress in the development of students' behavioral skills. Activities that are closely related to the scientific method, are being developed here: carrying out experiments and embedding the concepts associated with them, developing students' metacognitive abilities and reviewing what they have learned. Teachers are even seeing an improvement in students' thinking skills thanks to the new pedagogical focus. However, the results also point to where changes are needed. For example: adaptation of material to Chilean teaching and more differentiation by class level.