The concept of deeper learning has been used both to describe a set of competencies or educational objectives and to characterize a way of learning (or a process) that promotes these competencies. As a process, deeper learning is in alignment with concepts such us Critical thinking and problem solving, Creative thinking and innovation, Collaboration, and Communication. At the same time, training in the arts has been shown to improve creativity and innovation as well as students’ Deeper Learning. Students learn to approach issues with a critical mind and a positive attitude towards problem solving. Exposure to the arts enhances communication skills, which are essential tools for collaboration. It develops flexibility and adaptability. In such an approach the artificial barriers developed over years among subject areas could be eliminated and students will be given a broader context for solving real‐life problems, which demands the development of analytical, interpretive and evaluative skills used in many subject‐matter areas. This kind of learning of greater value to students and is increasingly considered as a high stake global educational priority. Therefore, the combination of those two disciplines appears to be significant interesting, in regard with the present and future of science education
Since the ancient ages, storytelling has been important for spreading of knowledge and preservation of heritage from generation to generation in each nation’s culture. Although storytelling as an instructional tool is not new in education, digital storytelling has become a new pedagogical endeavor that emerged from the rising of digital technologies, including digital cameras, photo editing software, augmented and virtual reality, authoring tools, and web 2.0 technologies. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, insights and have proven to be a powerful medium for students to express their voice with intellectual depth in a form other than writing. Getting students to create and tell stories involves curiosity, open-mindedness, imagination and problem solving. It tends to be a common belief in science education, that digital storytelling can play powerful role that storytelling can play in learning science.
Inquiry-based learning is proving to be an effective pedagogical approach to deeper understanding of curriculum and has proven their efficiency in fostering more active learning experiences, both inside and outside the classroom. Inquiry-based learning involves students constructing their own knowledge based on personal experiences and explorations. It is a method of learning by doing that parallels the work of scientists as they pursue scientific inquiry. With appropriate guidance, research has shown that inquiry-based activities can improve student learning in science and provided them with valuable investigative skills not only in science but in their everyday life.
Creativity is the ability of individuals to use their minds to generate new ideas, new possibilities and new inventions based on originality in its production and is considered one of humanity’s most important traits. Introducing creativity and the development of critical thinking in every day school practices is of primary importance, considering that the world, as we know it, is the result of the creative thinking of certain individuals, and that the progress in all human aspects and scientific fields is based on the development of new ideas and new ways of seeing reality. Science is one of the disciplines where creativity has a primary role. Developing students’ scientific creativity can be crucial for them in order to handle the challenges and uncertainties of their future lives. Given that imagination and creativity are considered central to the nature of science, a good science education cannot help but foster students’ imaginative skills and creativity.
An Open School culture imports external idea that challenge internal views and beliefs and, in turn, exports its students – and their assets – to the community it serves. Such an engaging environment makes a vital contribution to its community: student projects meet real needs in the community outside of school, they are presented publicly, and draw upon local expertise and experience. The school environment fosters learner independence – and interdependence – through collaboration, mentoring, and through providing opportunities for learners to understand and interrogate their place in the world. Open schools schools can become incubators of exploration and invention and create opportunities for students to develop the Deeper Learning competencies that are essential to prepare students to achieve at high levels.