Category: STEM & STEAM

Why early STEAM education unlocks the future for all learners
Key points:

When we imagine the future of America’s workforce, we often picture engineers, coders, scientists, and innovators tackling the challenges of tomorrow. However, the truth is that a student’s future does not begin in a college classroom, or even in high school–it starts in the earliest years of a child’s education.

Early exposure to science, technology, engineering, arts, and mathematics (STEAM) builds the foundation for critical thinking, collaboration, and creativity. Research indicates that children introduced to STEAM concepts before the age of eight are significantly more likely to pursue STEM-related fields later in life. Yet for too many children, especially neurodivergent learners and those in underserved communities, STEAM education comes too late or not at all. That gap represents a missed opportunity not only for those children, but also for the industries and communities that will rely on their talents in the future.

The missed opportunity in early education

In most school systems, STEAM instruction ramps up in middle school or high school, long after the formative years when children are naturally most curious and open to exploring. By waiting until later grades, we miss the chance to harness early curiosity, which is the spark that drives innovation.

This late introduction disproportionately affects children with disabilities or learning differences. These learners often benefit from structured, hands-on exploration and thrive when provided with tools to connect abstract concepts to real-world applications. Without early access, they may struggle to build confidence or see themselves as capable contributors to fields like aerospace, technology, or engineering. If STEAM employers fail to cultivate neurodivergent learners, they miss out on theirunique problem-solving skills, specialized strengths, and diverse thinking that drives true innovation. Beyond shrinking the talent pipeline, this oversight risks stalling progress in fields like aerospace, energy, and technology while weakening their competitive edge.

The result is a long-term underrepresentation of neurodivergent individuals in high-demand, high-paying fields. Without access to an early STEAM curriculum, both neurodivergent students and employers will miss opportunities for advancement.

Why neurodivergent learners benefit most

Neurodivergent learners, such as children with autism, ADHD, or dyslexia, often excel when lessons are tactile, visual, and inquiry-based. Early STEAM education naturally aligns with these learning styles. For example, building a simple bridge with blocks is more than play; it’s an exercise in engineering, problem-solving, and teamwork. Programming a toy robot introduces logic, sequencing, and cause-and-effect.

These types of early STEAM experiences also support executive functioning, improve social-emotional development, and build persistence. These are crucial skills in STEM careers, where theories often fail, and continued experimentation is necessary. Additionally, building these skills helps children see themselves as creators and innovators rather than passive participants in their education.

When neurodivergent children are given access to STEAM at an early age, they are not only better equipped academically but also more confident in their ability to belong in spaces that have traditionally excluded them.

Houston as a case study

Here in Houston, we recognize the importance of early STEAM education in shaping our collective future. As the world’s Energy Capital and a hub for aerospace innovation, Houston’s economy will continue to rely on the next generation of thinkers, builders and problem-solvers. That pipeline begins not in a university laboratory, but in preschool classrooms and afterschool programs.

At Collaborative for Children, we’ve seen this firsthand through our Collab-Lab, a mobile classroom that brings hands-on STEAM experiences to underserved neighborhoods. In these spaces, children experiment with coding, explore engineering principles, and engage in collaborative problem-solving long before they reach middle school. For neurodivergent learners in particular, the Collab-Lab provides an environment where curiosity is encouraged, mistakes are celebrated as part of the learning process, and every child has the chance to succeed. Additionally, we are equipping the teachers in our 125 Centers of Excellence throughout the city in practical teaching modalities for neurodivergent learners. We are committed to creating equal opportunity for all students.

Our approach demonstrates what is possible when early childhood education is viewed not just as childcare, but as workforce development. If we can prioritize early STEAM access in Houston, other cities across the country can also expand access for all students.

A national priority
To prepare America’s workforce for the challenges ahead, we must treat early STEAM education as a national priority. This requires policymakers, educators and industry leaders to collaborate in new and meaningful ways.

Here are three critical steps we must take:

Expand funding and resources for early STEAM curriculum. Every preschool and early elementary program should have access to inquiry-based materials that spark curiosity in young learners.

Ensure inclusion of neurodivergent learners in program design. Curricula and classrooms must reflect diverse learning needs so that all children, regardless of ability, have the opportunity to engage fully.

Forge stronger partnerships between early education and industry. Employers in aerospace, energy, and technology should see investment in early childhood STEAM as part of their long-term workforce strategy.

The stakes are high. If we delay STEAM learning until later grades, we risk leaving behind countless children and narrowing the talent pipeline that will fuel our nation’s most critical industries. But if we act early, we unlock not just potential careers, but potential lives filled with confidence, creativity and contribution.
Closing thoughts

The innovators of tomorrow are sitting in preschool classrooms today. They are building with blocks, asking “why,” and imagining worlds we cannot yet see. Among them are children who are neurodivergent–who, with the proper support, may go on to design spacecrafts, engineer renewable energy solutions, or code the next groundbreaking technology.

If we want a future that is diverse, inclusive, and innovative, the path is clear: We must start with STEAM education in the earliest years, for every child.

Dr. Melanie Johnson, Collaborative for Children

Dr. Melanie Johnson is the President & CEO of the Collaborative for Children.

Latest posts by eSchool Media Contributors (see all)
Source link
November 19, 2025
$Teaching math the way the brain learns changes everything$

Teaching math the way the brain learns changes everything

Key points:

Far too many students enter math class expecting to fail. For them, math isn’t just a subject–it’s a source of anxiety that chips away at their confidence and makes them question their abilities. A growing conversation around math phobia is bringing this crisis into focus. A recent article, for example, unpacked the damage caused by the belief that “I’m just not a math person” and argued that traditional math instruction often leaves even bright, capable students feeling defeated.

When a single subject holds such sway over not just academic outcomes but a student’s sense of self and future potential, we can’t afford to treat this as business as usual. It’s not enough to explore why this is happening. We need to focus on how to fix it. And I believe the answer lies in rethinking how we teach math, aligning instruction with the way the brain actually learns.

Context first, then content

A key shortcoming of traditional math curriculum–and a major contributor to students’ fear of math–is the lack of meaningful context. Our brains rely on context to make sense of new information, yet math is often taught in isolation from how we naturally learn. The fix isn’t simply throwing in more “real-world” examples. What students truly need is context, and visual examples are one of the best ways to get there. When math concepts are presented visually, students can better grasp the structure of a problem and follow the logic behind each step, building deeper understanding and confidence along the way.

In traditional math instruction, students are often taught a new concept by being shown a procedure and then practicing it repeatedly in hopes that understanding will eventually follow. But this approach is backward. Our brains don’t learn that way, especially when it comes to math. Students need context first. Without existing schemas to draw from, they struggle to make sense of new ideas. Providing context helps them build the mental frameworks necessary for real understanding.

Why visual-first context matters

Visual-first context gives students the tools they need to truly understand math. A curriculum built around visual-first exploration allows students to have an interactive experience–poking and prodding at a problem, testing ideas, observing patterns, and discovering solutions. From there, students develop procedures organically, leading to a deeper, more complete understanding. Using visual-first curriculum activates multiple parts of the brain, creating a deeper, lasting understanding. Shifting to a math curriculum that prioritizes introducing new concepts through a visual context makes math more approachable and accessible by aligning with how the brain naturally learns.

To overcome “math phobia,” we also need to rethink the heavy emphasis on memorization in today’s math instruction. Too often, students can solve problems not because they understand the underlying concepts, but because they’ve memorized a set of steps. This approach limits growth and deeper learning. Memorization of the right answers does not lead to understanding, but understanding can lead to the right answers.

Take, for example, a third grader learning their times tables. The third grader can memorize the answers to each square on the times table along with its coordinating multipliers, but that doesn’t mean they understand multiplication. If, instead, they grasp how multiplication works–what it means–they can figure out the times tables on their own. The reverse isn’t true. Without conceptual understanding, students are limited to recall, which puts them at a disadvantage when trying to build off previous knowledge.

Learning from other subjects

To design a math curriculum that aligns with how the brain naturally learns new information, we can take cues from how other subjects are taught. In English, for example, students don’t start by memorizing grammar rules in isolation–they’re first exposed to those rules within the context of stories. Imagine asking a student to take a grammar quiz before they’ve ever read a sentence–that would seem absurd. Yet in math, we often expect students to master procedures before they’ve had any meaningful exposure to the concepts behind them.

Most other subjects are built around context. Students gain background knowledge before being expected to apply what they’ve learned. By giving students a story or a visual context for the mind to process–breaking it down and making connections–students can approach problems like a puzzle or game, instead of a dreaded exercise. Math can do the same. By adopting the contextual strategies used in other subjects, math instruction can become more intuitive and engaging, moving beyond the traditional textbook filled with equations.

Math doesn’t have to be a source of fear–it can be a source of joy, curiosity, and confidence. But only if we design it the way the brain learns: with visuals first, understanding at the center, and every student in mind. By using approaches that provide visual-first context, students can engage with math in a way that mirrors how the brain naturally learns. This shift in learning makes math more approachable and accessible for all learners.

Nigel Nisbet, Mind Education

Armed with a mathematics degree and early success as a rock musician, Nigel Nisbet moved to the US to teach mathematics, AP Physics and AP Computer Science at Van Nuys Senior High, where he pioneered integrating technology into the classroom. After a spell in district mathematics leadership at the Los Angeles Unified School District, Nisbet joined the nonprofit Mind Education team as the vice president of content creation. To continue reading about how the brain learns, visit https://www.mindeducation.org/.

Latest posts by eSchool Media Contributors (see all)

Source link

November 17, 2025
Why critical data literacy belongs in every K–12 classroom

Key points:

An unexpected group of presenters–11th graders from Whitney M. Young Magnet High School in Chicago–made a splash at this year’s ACM Conference on Fairness, Accountability, and Transparency (FAccT). These students captivated seasoned researchers and professionals with their insights on how school environments shape students’ views of AI. “I wanted our project to serve as a window into the eyes of high school students,” said Autumn Moon, one of the student researchers.

What enabled these students to contribute meaningfully to a conference dominated by PhDs and industry veterans was their critical data literacy–the ability to understand, question, and evaluate the ethics of complex systems like AI using data. They developed these skills through their school’s Data is Power program.

Launched last year, Data is Power is a collaboration among K-12 educators, AI ethics researchers, and the Young Data Scientists League. The program includes four pilot modules that are aligned to K-12 standards and cover underexplored but essential topics in AI ethics, including labor and environmental impacts. The goal is to teach AI ethics by focusing on community-relevant topics chosen by our educators with input from students, all while fostering critical data literacy. For example, Autumn’s class in Chicago used AI ethics as a lens to help students distinguish between evidence-based research and AI propaganda. Students in Phoenix explored how conversational AI affects different neighborhoods in their city.

Why does the Data is Power program focus on critical data literacy? In my former role leading a diverse AI team at Amazon, I saw that technical skills alone weren’t enough. We needed people who could navigate cultural nuance, question assumptions, and collaborate across disciplines. Some of the most technically proficient candidates struggled to apply their knowledge to real-world problems. In contrast, team members trained in critical data literacy–those who understood both the math and the societal context of the models–were better equipped to build responsible, practical tools. They also knew when not to build something.

As AI becomes more embedded in our lives, and many students feel anxious about AI supplanting their job prospects, critical data literacy is a skill that is not just future-proof–it is future-necessary. Students (and all of us) need the ability to grapple with and think critically about AI and data in their lives and careers, no matter what they choose to pursue. As Milton Johnson, a physics and engineering teacher at Bioscience High School in Phoenix, told me: “AI is going to be one of those things where, as a society, we have a responsibility to make sure everyone has access in multiple ways.”

Critical data literacy is as much about the humanities as it is about STEM. “AI is not just for computer scientists,” said Karren Boatner, who taught Autumn in her English literature class at Whitney M. Young Magnet High School. For Karren, who hadn’t considered herself a “math person” previously, one of the most surprising parts of the program was how much she and her students enjoyed a game-based module that used middle school math to explain how AI “learns.” Connecting math and literature to culturally relevant, real-world issues helps students see both subjects in a new light.

As AI continues to reshape our world, schools must rethink how to teach about it. Critical data literacy helps students see the relevance of what they’re learning, empowering them to ask better questions and make more informed decisions. It also helps educators connect classroom content to students’ lived experiences.

If education leaders want to prepare students for the future–not just as workers, but as informed citizens–they must invest in critical data literacy now. As Angela Nguyen, one of our undergraduate scholars from Stanford, said in her Data is Power talk: “Data is power–especially youth and data. All of us, whether qualitative or quantitative, can be great collectors of meaningful data that helps educate our own communities.”

Evan Shieh, Young Data Scientists League

Evan Shieh is the Executive Director of the Young Data Scientists League.

Latest posts by eSchool Media Contributors (see all)

Source link

October 2, 2025
New teachers’ impact on equitable science learning

Key points:

New elementary teachers who promote equity in science are proving highly effective at engaging students, no matter their background, a new University of Michigan study shows.

U-M researchers found that new educators are pioneering paths in science education by offering opportunities for scientific conversations, innovative learning strategies and encouraging children to become active participants in scientific exploration.

“When teachers are equipped to foster a more equitable and just learning environment in science, it not only enhances children’s understanding of scientific concepts but also empowers them to see themselves as scientists and to use science to address real-world issues that matter in their communities,” said Elizabeth Davis, a professor at U-M’s Marsal Family School of Education.

“Beginning teachers use a range of effective strategies to work toward more equitable science teaching. They vary in their emphasis on opportunity and access, representation and identification, expanding what counts as science and engaging children as change-makers using science to support a better world. This variation highlights the multiplicity of entry points into this challenging work and shows these teachers’ many strengths.”

The study, published in the General Proceedings of the 5th Annual Meeting of the International Society for the Learning Sciences 2025, also identified areas for growth: These teachers were less consistently likely to work to broaden what counts as science and to link science to social justice.

Davis and co-authors Jessica Bautista and Victoria Pérez Nifoussi said the study helps understand how different approaches to equity in science education can work together, potentially influencing future teacher training for improved K-12 science learning.

They emphasized the clear need for teacher educators and curriculum developers to provide more concrete examples and resources to help future teachers navigate complex, justice-oriented approaches to science.

“All children deserve to experience the joy and wonder of the natural world, yet science is taught far less often than language arts or math in elementary schools,” Davis said. “Furthermore, many students are marginalized in science, including girls, students of color, children with learning differences and queer or gender nonconforming children.”

Funding challenges impact long-term research

The study is part of the U-M ASSETS research, a four-year longitudinal project that began in September 2023. Although it was intended to run for four years, the project, funded by the National Science Foundation, was terminated in its 20th month, just shy of two years from its start.

“The termination of these NSF projects–focused on STEM education, and in particular equity in STEM education–is going to adversely affect science education and science for generations to come,” Davis said.

“We are seeking additional funds for this work. Regardless, we will continue to support the teachers who participate in this project and we’ll continue to collect and analyze data to the extent we’re able to do so.”

The team is now working on characterizing the participants’ first year of teaching to assess how their approaches to equitable and just elementary science teaching align with and differ from their approaches during teacher education.

This news release originally appeared on U-M’s news site.

Fernanda Pires, University of Michigan

Fernanda Pires, a Brazilian native, is a Lead Public Relations Representative at Michigan News, who covers the School of Education, student learning, coordinates media training and works with international communication. She holds a Master degree in Journalism/Broadcasting from Michigan State University and has more than 20 years of experience in communications.
In Brazil, she worked for about 10 years as a broadcast reporter at Brazil’s national TV Globo and as a writer for the daily newspaper Correio Popular, in one of the largest cities in São Paulo State. She also worked as a public relations/corporate communications specialist for Brahma Brewing and Tilibra, the country’s leading manufacturer of school, office and time management stationery products.ᐧ

Latest posts by eSchool Media Contributors (see all)

Source link

July 18, 2025
$Many students decide they’re not a ‘math person’ by the end of elementary school, new study shows$

Many students decide they’re not a ‘math person’ by the end of elementary school, new study shows

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

Roughly half of middle and high schoolers report losing interest in math class at least half the time, and 1 in 10 lack interest nearly all the time during class, a new study shows.

In addition, the students who felt the most disengaged in math class said they wanted fewer online activities and more real-world applications in their math classes.

Those and other findings published Tuesday from the research corporation RAND highlight several ongoing challenges for instruction in math, where nationwide student achievement has yet to return to pre-pandemic levels and the gap between the highest and lowest-performing students in math has continued to grow.

Feeling bored in math class from time to time is not an unusual experience, and feeling “math anxiety” is common. However, the RAND study notes that routine boredom is associated with lower school performance, reduced motivation, reduced effort, and increased rates of dropping out of school.

Perhaps unsurprisingly, the study found that the students who are the most likely to maintain their interest in math comprehend math, feel supported in math, are confident in their ability to do well in math, enjoy math, believe in the need to learn math, and see themselves as a “math person.”

Dr. Heather Schwartz, a RAND researcher and the primary investigator of the study, noted that the middle and high school years are when students end up on advanced or regular math tracks. Schwartz said that for young students determining their own sense of math ability, “Tracking programs can be a form of external messaging.”

Nearly all the students who said they identified as a “math person” came to that conclusion before they reached high school, the RAND survey results show. A majority of those students identified that way as early as elementary school. In contrast, nearly a third of students surveyed said they never identified that way.

“Math ability is malleable way past middle school,” Schwartz said. Yet, she noted that the survey indicates students’ perception of their own capabilities often remains static.

The RAND study drew on data from their newly established American Youth Panel, a nationally representative survey of students ages 12-21. It used survey responses of 434 students in grades 5-12. Because this was the first survey sent to members of the panel, there is no comparable data on student math interest prior to the pandemic, so it doesn’t measure any change in student interest.

The RAND study found that 26% percent of students in middle and high school reported losing interest during a majority of their math lessons. On the other end of the spectrum, a quarter of students said they never or almost never lost interest in math class.

There weren’t major differences in the findings across key demographic groups: Students in middle and high school, boys and girls, and students of different races and ethnicities reported feeling bored during a majority of math class at similar rates.

Dr. Janine Remillard, a professor at the University of Pennsylvania Graduate School of Education and expert in mathematics curriculum, said that in many math classes, “It’s usually four or five students answering all the questions, and then the kids who either don’t understand or are less interested or just take a little bit more time — they just zone out.”

Over 50% of students who lost interest in almost all of their math classes asked for fewer online activities and more real-world problems, the RAND study shows. Schwartz hypothesizes that some online math programs represent a “modern worksheet” and emphasize solo work and repetition. Students who are bored in class instead crave face-to-face activities that focus on application, she said.

During Remillard’s math teacher training classes, she puts students in her math teacher training class into groups to solve math problems. But she doesn’t tell them what strategy to use.

The students are forced to work together in order to understand the process of finding an answer rather than simply repeating a given formula. All of her students typically say that if they had learned math this way, they would think of themselves as a math person, according to Remillard, who was not involved in the RAND study.

Chalkbeat is a nonprofit news site covering educational change in public schools.

For more news on STEM learning, visit eSN’s STEM & STEAM hub.

Norah Rami, Chalkbeat

Norah Rami is a Dow Jones education reporting intern on Chalkbeat’s national desk. Reach Norah at [email protected].

Latest posts by eSchool Media Contributors (see all)

Source link

June 20, 2025
Strategies to help girls stay engaged in STEM learning
Key points:

When girls participate in STEM learning, the future is more inclusive

5 practical ways to integrate AI into high school science

Linking STEM lessons to real-world applications

For more news on STEM learning, visit eSN’s STEM & STEAM hub

Encouraging girls to engage in STEM is vital for fostering diversity, innovation, and equal opportunities in these fields. Women remain underrepresented in STEM degrees and in careers, often due to societal stereotypes, lack of representation, and limited access to resources.

More News from eSchool News

HVAC projects to improve indoor air quality. Tutoring programs for struggling students. Tuition support for young people who want to become teachers in their home communities.

Almost 3 in 5 K-12 educators (55 percent) have positive perceptions about GenAI, despite concerns and perceived risks in its adoption, according to updated data from Cengage Group’s “AI in Education” research series.

Our school has built up its course offerings without having to add headcount. Along the way, we’ve also gained a reputation for having a wide selection of general and advanced courses for our growing student body.

When it comes to visual creativity, AI tools let students design posters, presentations, and digital artwork effortlessly. Students can turn their ideas into professional-quality visuals, sparking creativity and innovation.

In my work with middle school students, I’ve seen how critical that period of development is to students’ future success. One area of focus in a middle schooler’s development is vocabulary acquisition.

For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills, and build momentum for the opportunities ahead.

Middle school marks the transition from late childhood to early adolescence. Developmental psychologist Erik Erikson describes the transition as a shift from the Industry vs. Inferiority stage into the Identity vs. Role Confusion stage.

Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet.

In the year 2025, no one should have to be convinced that protecting data privacy matters. For education institutions, it’s really that simple of a priority–and that complicated.

Teachers are superheroes. Every day, they rise to the challenge, pouring their hearts into shaping the future. They stay late to grade papers and show up early to tutor struggling students.

Tags future, girls, help, innovation, learning, need, resources, STEM, STEM learning, women

Want to share a great resource? Let us know at [email protected].
Source link
April 16, 2025
5 powerful ways to link STEM lessons to real-world applications
Key points:

“Why are we learning this?”

This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

In my experience, teachers have two standard replies to this question:
1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.
Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

The everyday enigma

Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.

Interest intersect

Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

Get an expert

Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.

Problem to progress

Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5^th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.

Project-based learning

Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

Michael Grieb, Van Andel Institute for Education

Michael Grieb is a Learning Specialist at Van Andel Institute for Education, a Michigan-based education nonprofit dedicated to creating classrooms where curiosity, creativity, and critical thinking thrive.

Latest posts by eSchool Media Contributors (see all)
Source link
March 14, 2025
Reaching peak engagement in K-12 science education
Key points:

More than half of science teachers believe the most important value of science education is how it contributes to students’ curiosity, critical thinking, and creativity, according to a new report from LEGO Education. But are today’s students truly engaging with science education?

LEGO Education’s State of Classroom Engagement Report: Science Edition surveyed more than 6,000 global teachers, parents, students, and U.S. administrators to gather data that can offer insight to support educators as they strive to engage their students in science learning.

Science learning builds life skills students will use even if they do not pursue the science in college or as a career. It also increases student engagement and well-being, but here’s the catch: Students have to feel connected to the material in order to build these skills.

Just over half of global science teachers say their students are engaged in science, which points to a critical need to boost engagement in the subject, according to the report. Interestingly, students say they are more engaged in science than they are in school overall. Only one-third of teachers worldwide indicate that their students are engaged in the classroom. Schools could leverage students’ interest in science to build schoolwide engagement–a key factor tied to student well-being.

When students aren’t engaged in science, what’s behind that lack of engagement? Often, they’re intimidated before they even learn the material, and they assume the topics are too challenging. Students lose confidence before they even try. Of students who say science is their least-favorite topic, 45 percent say science is too hard and 37 percent say they are bad at science. What’s more, 77 percent of global teachers say they believe students struggle because of complex concepts and curricula, and they’re searching for for impactful resources that support every student’s success.

“If students think they’re not good at the subject or avoid it, we risk losing an entire generation of innovators and problem solvers,” said Victor Saeijs, president of LEGO Education, in the report.

How can educators reach students who struggle to engage with science? Hands-on science learning is the key to piquing student curiosity, prompting them to engage with learning material and build confidence as they explore science concepts. Sixty-two percent of science teachers say hands-on activities drive student engagement in science. Seventy-five percent of science teachers who do incorporate hands-on activities believe this approach leads to higher test scores and grades.

More students need access to hands-on science learning. Only 55 percent of students say they regularly get hands-on experiences–these experiences usually require extra time and resources to plan and execute. Eighty-two percent of science teachers say they need more ways to teach science with play and hands-on methods.

Having access to hands-on science learning experiences increases students’ confidence, giving them the boost they often need to tackle increasingly tough-to-learn concepts:
- 73 percent of students with access to hands-on learning opportunities report feeling confident in science
- Just 52 percent of students who do not have access to hands-on learning report feeling confident in science
Hands-on experiences in science drive:
- Learning outcomes: 71 percent of science teachers who incorporate hands-on, playful learning believe the methodology supports higher test scores and grades
- Engagement for all learners: 84 percent of U.S. teachers and 87 percent of administrators think that hands-on experiences help all types of learners engage with science concepts
- Love of science: 63 percent of students who love science credit their passion to regular hands-on experiences
- Confidence: 79 percent of students who have hands-on science experiences are confident in the subject
Administrators and science teachers are short on time and need hands-on tools and resources to quickly engage students in learning:
- 59 percent of U.S. administrators and 54 percent of science teachers say they need more tools to engage students in science
- Nearly one-third of U.S. students do not get hands-on science experiences.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

Latest posts by Laura Ascione (see all)
Source link
February 14, 2025