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The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.

The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.

The article deals with the evolution of the constructionist learning approach from the beginning of the era of information technologies through the digital age. The evolution of constructionism is demonstrated in connection with two associated processes: changes in the human worldview related to the digital shift, and the corresponding transformations in human society. The study examines the evolution of basic constructionist ideas: 1) "microworlds" as "incubators of knowledge"; 2) a child as "the architect of his [or her] intelligent structures"; 3) the computer as "a machine that brings back a natural character to learning"; 4) coding as a "universal learning activity" that enables the study of fundamental scientific ideas. The constructionist ideas are analyzed in the context of today's digital reality. The main contribution of the study is formulating the changes in classical constructionism as transformations that correspond to worldview components: activating the perception of self; democratization of the mutual interactions with others; virtualization of the conception of reality; integration the subject and object in their interaction with reality.

Behavioral simulation and arithmetic unit using the spreadsheet This paper examines the use of spreadsheets for the construction of the behavioral simulation of Arithmetic Units. It is shown that the spreadsheet is appropriate both for teaching and learning of different types of Arithmetic Units. These units can be simulated very simply by students during the lesson.