This scenario explores how to train teachers to utilizes a constructivist approach to engage primary and secondary school students in a STEM (Science, Technology, Engineering, and Mathematics) project.

For example, to teach renewable energy sources through a hands-on project.

First, the trainer introduces the project by posing a real-world challenge: designing and building a model wind turbine that can power a small LED light. Teachers brainstorm ideas in small groups, considering factors like blade design, material selection, and wind capture efficiency. The trainer provides various resources like online videos,  TINKERCAD online software, and basic engineering principles, but doesn't give a step-by-step guide.

Second, the trainer asks the teachers to reflect on what they already know about wind energy and electricity. This step is crucial to access their existing schema for new information.

Third, the teachers are conducting the research, experiment with different designs of wind turbine, and troubleshoot problems during construction. The teachers are assigned in groups. In this way, the teachers can share ideas, explain their reasoning, and learn from each other's perspectives.

After testing their models, the teachers discuss their successes, challenges, and areas for improvement. The trainers guides them to connect their experiences to the scientific concepts behind wind turbine function. 

By implementing the constructivist approach in the training of trainers’ program, it will stimulate the deeper understanding because the teachers are applying scientific principles in a real-world context.  Besides that, the teachers are actively constructing their understanding of wind energy, applying scientific principles in a real-world context.