e² Young Engineers (ESYE) represents thousands of children around the world who participate in our unique edutainment curricula, which teach basic scientific principles and complex subjects in Science, Technology, Engineering, Mathematics (STEM), Machinery and Software Engineering through the use of games. The essence of the method is based on theoretical studies, research and statistics tests.
Our focus at e² Young Engineers is on the future generations of engineers and scientists. Our initiative has always been to establish an original and unparalleled educative approach to assisting the engineers of tomorrow by creating engaging educational solutions early on. We allways seek to offer every child in the world the opportunity and confidence to enter a challenging society by providing an encouraging, hands-on environment which will develop the necessary skill set.
• Brain Study & Research
Brain scientists have for many years investigated the most effective way for us to absorb information. Unsurprisingly, they discovered that feelings and sensations are critical to our patterns of thinking. Feelings draw our attention and give meaning to our memories.
Scientists have also discovered that complex thinking processes are encouraged by challenges and discouraged by negative emotions such as fear and pressure.
It is important to remember that children who have just begun their elementary school cannot predict what kind of careers and opportunities will exist in 15 years’ time. We believe that a generic approach is the best way to prepare the future generation for the unknown by developing their critical, skeptical, and creative thoughts.
• Young Engineers – We Believe
We believe the best way to educate children is through games. Games can be tools that help children learn about themselves and the world around them.
We believe that conventional classroom lessons, in which the teacher is dominant 85% of the time, don’t trigger enough interest and curiosity. Curiosity is the primary motive for studying.
We believe that ESYE curricula provide a new platform for children to construct, demonstrate and understand scientific principles through gaming experience; children understand that they need to better understand their learning material in order to improve their gaming.
We believe in knowing how to make the children enjoy all learning materials, and how to properly communicate with the child so that they will absorb the subject matter.
• A real desire to learn
I want to take an active part in the learning process!“
Because this kind of research and progress relies on understanding the development of the young minds of children, our method is to always look for ways to encourage children to declare: “I want to take an active part in the learning process!“
We believe that in order to get there every child needs to go through 4 stages:
1) Bond – “I like it!”
Children automatically connect to games. Every child will be keen to learn a new game and will enjoy it if it’s interesting and fun enough.
2) Feel – “It interests me!”
Children will want to increase and improve their skills in a game that interest them, because they aspire to achieve the goals of the game.
3) Understand: “I need it!”
Children understand that in order to progress in computer games they must understand the rules and persevere. In Young Engineers programs children realize that they need engineering understanding in order to improve their skills and to achieve success in the game.
4) Empower – “I’m good at it!”
When children like something and interested in it, feeling and understanding that they need to improve and succeed, their will to learn will be reinforced. As a result they will gain additional expertise in relevant skills exceed in the topics they are learning.
Edutainment Method – PISA Test Example (OECD)There is great significance in the way children succeed in thinking by themselves and from their own experience.
The following is a question from the PISA test, an OECD test which is conducted as part of their international research into education, and which has taken place every three years since 2000. The children are expected to translate theory into practice with the tools they’ve acquired at school.
Question: You have bought a new house and decided to build a fence around the perimeter. How would you measure the length of the fence?
Most of the children had studied the exact formula to calculate the perimeter, and remembered that the number Pi=π=3.14.
From that point, arriving at the rest of the solution was easy.
However, some children who had studied in a more unconventional way used a rope and measured the perimeter length to prove to themselves the formula and the number Pi=π=3.14.
The question became more complicated when the perimeter was asymmetric.
The kids in the first group, who had studied more conventional methods, were able to solve the question using complicated formulae and integrals.
The second group, who had studied in a more unconventional way used the same rope to calculate the right measurement and solved the problem using an experimental approach.
This is an efficient implementation of the tools acquired by the second group in their schools.
In the second group, which used the practical, unconventional method, only 20% failed this question, while the failure rate in the first group was 80%.
We have shown you this example to demonstrate that complex integrals and calculations have no meaning when used incorrectly or in irrelevant cases. In fact, certain calculations have no meaning if they are not effective in real time.
• Implementation of our edutainment method
We are successful in drawing children to engage with science through tales and experiments. Every Young Engineers lesson begins with a theoretical explanation and an experiment involving a scientific term (10-20 minutes).
An example for an experiment which demonstrates the centrifugal force and the centripetal force is the Frisbee with a cup of water experiment in which children seem to do the impossible.
The child understands the water had not spilled because the centrifugal force pressed the water toward the bottom of the cup. The water hadn’t breached the sealed wall because of the centripetal force.
After the experiment the children move on to the practical stage and start building a model which demonstrates the theoretical subject that has just been taught. Each lesson has a scientific topic and a model to demonstrate it.
Here is an example of the Carousel LEGO® model, which the children build in the class after the Frisbee experiment, and which further demonstrates these scientific principles.
After the children complete their building task, they get to the Sophistication & Inventions Stage. During this stage the child has to invent a sophisticated solution to a YE question. Usually the solutions illustrate once more the scientific principle.
The lesson ends with the children disassembling the model and arranging the parts back in the Young Engineers kit.