When and Where should we start teaching STEM?

Written by Fi Morrison, Founder, STEM ED Magazine

(Fiona is presenting at the STEM across the Curriculum Conference, in both Melbourne & Brisbane 2022

Most educators would be well-accustomed to the acronym STEM, which has gained increasing prominence in educational language/terminology in recent years. STEM is not only about content knowledge, but a pedagogical approach to supporting students to develop crucial skills for an ever-changing society; skills such as critical thinking, creativity, collaboration, communication, flexibility and resilience. But while there is a plethora of passionate advocates pushing for more widespread STEM education, many educators still appear unsure of when, or where to start engaging their students in. these types of learning activities.

When should we start STEM education? 

As an Early Years educator, I’m extremely passionate about engaging our youngest of students in the most beneficial learning experiences. However, it can sometimes appear difficult for educators to find engaging, relevant and innovative STEM lessons for our early years’ students, with so much emphasis being placed on STEM in the older primary and high school years. Nevertheless, it’s vital that STEM learning be integrated in classroom experiences from the earliest schooling years in order to set our students up for success. 

Research in brain development and neuroplasticity shows us that the younger our brains (i.e., our students), the more receptive they are to new information and the development of new skills. Neuroplasticity has been linked to a wide range of extraordinary brain functions, including supporting the body’s ability to heal itself after trauma (Positive Psychology, 2021). However, it can also be linked to how we learn and the growing connections within the brain to accommodate new knowledge. Although not all learning can affect the brain quite in this way, there has been research into the effects of learning a language or learning music on the brain (for example, Shlaug et al., 2009). By engaging in the sensory input of language and music, children’s brains are literally being rewired to learn new things. I would like to suggest that it would be similar for any skills that students were to learn; at a younger age, students are more receptive to the learning of new skills (who remembers the adage, ‘you can’t teach an old dog new tricks?’). So if we want to help develop students who are creative, flexible, resilient, critical thinkers, should we not be engaging them in activities to develop these skills at an early age? My answer would be a resounding YES. 

Where we should start with STEM education 

I have spoken to a number of educators who are unsure of where to start with STEM Education. While I can’t provide a ‘one-size-fits-all’ model, I can suggest some ideas to hopefully help along the way. 

1.     Don’t be afraid to try, and fail – I have had numerous lessons that have failed epically. It is fantastic to model to students that failing is a good thing, and can lead to progress. Don’t be afraid to give a lesson a go, even if you don’t feel equipped to teach it. Chances are, the students will have more of an idea than you will (especially if it involves technology).

2.     Pair up with other educators to bounce ideas off each other. I have found that joining Twitter and chatting with other STEM-enthusiast educators has really shaped my pedagogy around STEM education. Find other teachers you can ask for ideas from, and who can help you have a go.

3.     Find some resources to help you learn more about STEM Education. Besides Twitter, there are boundless websites (such as Daily STEM) and Facebook Groups that can help you learn about STEM Education. Our magazine STEM ED Magazine also has a myriad of ideas and researched-based articles that may help.

4.     Start small and simple. If you’re unsure of where to start, start with a beginning lesson or activity that is STEM-based. Many educators speak about transdisciplinary learning and integrated STEM, however that can feel really daunting for those new to STEM. Start with a simple build challenge using LEGO, Read ‘Who Sank the Boat?’ by Pamela Allen and have students design their own boat. Get a feel for STEM-based activities and tasks and gradually build it more and more into your pedagogical practice. Once you’ve had a go at some STEM tasks, and see the engagement of students in these activities, you’ll be hooked! 

Hopefully this article has helped spur you on to get started with STEM – particularly with your Early Years students. However, it truly doesn’t matter what age your students are, as long as you get them involved and watch them shine!

I’d love you to come along and meet me and other enthusiastic STEM teachers at the STEM across the Curriculum Conference, in both Melbourne & Brisbane 2022