Oplevelseslæring og BioFabLab

Translated title of the contribution: Experiential Learning and BioFabLab

Connie Svabo, Malthe Martin Borch

Research output: Contribution to journalJournal articlepeer-review


This article describes Roskilde University BioFabLab’s practice of experiential learning – where STEM topics are integrated with the FabLab movement’s democratization of technology. Inspired by sandbox approaches to technology development, priority is given to curiosity and the interest of the learner. BioFabLab enables students to pursue their own interests and at the same time learn Biology, Chemistry and Biotechnology. Two examples illustrate how the students prototype their way to learning, as they create biostone from sand and urea or transform household waste to chicken feed through biological fabrication.
Translated title of the contributionExperiential Learning and BioFabLab
Original languageDanish
JournalMONA - Matematik- og Naturfagsdidaktik
Issue number2020
Publication statusPublished - 5 Mar 2020


  • experience
  • learning
  • experiential learning
  • Problem Based Learning
  • problem oriented learning
  • STEM
  • Didactics
  • experience design
  • Fablab
  • BioFabLab
  • Dewey
  • rapid prototyping
  • sandbox approaches
  • technology
  • creativity
  • Roskilde University
  • MIT
  • Stanford University

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