GUIDELINES FOR THE USE OF STEM - IN FORMAL AND NON FORMAL LEARNING PROCESS - Zavod VseUk
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GUIDELINES FOR THE USE OF STEM
IN FORMAL AND NON-FORMAL LEARNING
PROCESS
2018
2 AUTHORS AND CONTRIBUTORS OF PUBLICATION
AUTHORS AND CONTRIBUTORS OF PUBLICATION:
Põltsamaa Coeducational Gymnasium (Estonia)
VGTU Inžinerijos Licejus (Lithuania)
Ķekavas vidusskola (Latvia)
Sociālās inovācijas centrs (Latvia)
Zavod VseUk (Slovenia)
All the pictures used in this material have a Creative Commons license of Attribution.
The content of this publication is the sole
responsibility of the project coordinator and
may not always reflect the views of the European
Commission or the National Agency.
3 TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION................................................................................................................................. 4
THE USE OF STEM IN FORMAL AND NON-FORMAL LEARNING PROCESSES............................... 5
Growing importance of STEM......................................................................................................................................5
Formal and non-formal approaches of STEM at schools....................................................................................5
Importance of interdisciplinary learning.................................................................................................................7
Technical creativity..........................................................................................................................................................9
TECHNOLOGY...................................................................................................................................11
Science.............................................................................................................................................................................. 13
Teaching and learning STEM in Lithuania, Estonia, and Latvia – focus groups ...................................... 16
Summary ......................................................................................................................................................................... 19
STEM EXPERIMENTS FOR ELEMENTARY SCHOOLS.....................................................................20
Introduction of the section........................................................................................................................................ 20
31 STEM experiments for elementary schools.................................................................................................... 21
NON-FORMAL STEM TEACHING EXPERIENCE IN ESTONIA, LATVIA, LITHUANIA AND
SLOVENIA.........................................................................................................................................65
Introduction.................................................................................................................................................................... 65
Non-formal STEM teaching experience in Lithuania ....................................................................................... 65
Non-formal STEM teaching experience in Latvia .............................................................................................. 66
Non-formal STEM teaching experience in Estonia............................................................................................ 68
Non-formal STEM teaching experience in Slovenia.......................................................................................... 69
4 INTRODUCTION
INTRODUCTION
The following guidelines for elementary school
teachers were developed in cooperation with
representatives from elementary schools and NGOs
from Estonia, Latvia, Lithuania, and Slovenia who
participated in the Erasmus+ project “Teachers
and pupils STEM competence development in
elementary school”. The document, titled “Guidelines
for the use of STEM in formal and non-formal
learning”, aims to encourage elementary schools
teachers to master their knowledge and a hands-on
approach within STEM area that is often perceived by
children as difficult and impractical in terms of real
life application.
These guidelines are made up of three parts:
the first part covers the theoretical aspects and
emphasizes the necessity of STEM; the second part
consists of selected experiments that can be used by
teachers, and the final part describes various events,
programs and approaches to stimulate STEM in non-
formal ways already practiced in the Baltic countries
and Slovenia.
Another objective of these guidelines is to account while creating the section that presents
demonstrate the variety of advantages of STEM 31 experiments that could be implemented in maths,
learning for pupils, and to present the wide spectrum biology, geography, chemistry, engineering, robotics,
of applications mastering this 21st Century skill set and programming classes.
and competences offers both teachers and pupils.
Science, technology, engineering, mathematics, and
Although the main target of this publication remains
other subjects, related to these fields of study, should
the pupils, aged 10 to 15, it is important to focus on
be promoted in order to prepare future generations
STEM teachers in formal and non-formal schools due
for a challenging and ever-changing professional
to their influence on pupils’ development, motivation,
life. Therefore, the role of a school teacher should be
reasoning, and interests.
stressed as the key element for obtaining these goals,
This document guides the reader through the since they are the ones who support and inspire
different aspects of STEM application in formal children.
and non-formal education, specifically considering
Special note: Feedback is highly welcome
the necessity of changes in formal education as
for experiments described in the section
the key element of pupils’ future career choices.
2. The link to feedback form is following:
These guidelines not only show the best practices
in formal and non-formal STEM education in the
https://goo.gl/irYTAM. Feedback should be
provided preferably in English, but - in case of
Baltic countries and Slovenia, but also identifies the
need – in any of the Baltic languages. Period
problems, related to the implementation of STEM in
for feedback: September 2018 – May 2019.
formal elementary schools on a broader scale. The
All feedback will be analysed and relevant
method used to identify these problems is focus
improvements will be executed.
group interviews. The interviews were conducted in
three Baltic schools, and the results are presented in
the document. Recommendations given by teachers,
professionals, and stakeholders were taken into
5 THE USE OF STEM
THE USE OF STEM IN FORMAL AND NON-FORMAL
LEARNING PROCESSES
Growing importance of STEM
In a situation when unemployment rates in some teaching and learning STEM need to be identified and
European countries are still high, especially among obtained by every formal and non-formal educational
the youth, there is a great need for highly-qualified institution. Teachers need to be trained according to
staff in companies and research institutes that the real needs of the future, and attention has to be
deal with technology development and scientific on the practical application of knowledge. It is not
researches. Highly-skilled staff are in high demand in enough to know something – it is more significant to
21st Century societies, but the demand is even higher, do something with that knowledge.
when it comes to the STEM (Science, Technology,
Young pupils are naturally extremely curious about
Engineering, and Math) sector. Companies require
the world, and every cry of „What do I need to study
competitive advantages and innovations driven
it for?” has to be carefully explained and turned into
by talents, so they can stand out in the market, and
the “fun of learning” or at least practical application
make our lives more comfortable. There is a gap
and examples. By customizing the study process for
between the jobs of highest demand and the skills
curious and playful minds and making pupils act
required to fill them. Education systems in Europe
according to their abilities, a number of processes can
are still not modern enough, rarely meeting the
be taught through hands-on activities, developing
needs of society and commerce, regarding the
potential, creativity and passion towards STEM.
development of science, engineering, technology,
The declining number of university students in
and mathematics. One may think it is not bad that
STEM programs clearly shows the need to stimulate
consumption is slower than it could be - however,
interest about these subjects at a much earlier age.
the world still needs the answers for the questions of
Particularly noteworthy is the gender gap in STEM,
how to eliminate poverty, how to prevent ecological
which has to be eliminated by focusing on attracting
catastrophe, and how to deal with still-incurable
female pupils to STEM subject areas.
diseases. There are many more such questions which
the children of today will need to answer in future, Moreover, development of STEM in education also
and their motivations to ask and search for answers is determines improvement of other essential skills
closely connected to their learning curricula at school for the 21st Century: problem solving, initiative,
and the approaches used by their teachers. creativity, collaboration and work in teams,
leadership, digital and information literacy, critical
The need for deeper interest and motivation
thinking, social responsibility, flexibility, global and
when discovering STEM is crucial for personal
cultural awareness, languages, etc. Improving STEM
development, future employment, obtaining
within formal and non-formal education leads to
competitive advantage and welfare in future, taking
multilateral and complete development of pupils,
into consideration constantly changing lifestyles and
inspiring them to lead careers in science, technology,
needs. Therefore, attractive and engaging ways of
engineering, and mathematics.
Formal and non-formal approaches of STEM at schools
The speed of change in previous centuries was basis; however, there are no clear indications that all
slower and the necessity for new sets of skills changes are rational, making curricula more adapted
was not as urgent as nowadays. Now the public to future needs. Important elements like creativity
school system cannot fully provide society with and connection to real-life situations are often left
what it requires because of constantly changing behind. Grades, factual learning and quantity of
environments, lifestyles, tools, and views. Today, things are still more significant than capital interest
public schools’ curriculums are changing on a regular and practicing science in a hands-on manner.
THE USE OF STEM 6
This in turn has become a necessity. Without a creative effective in formal public education, if they can raise
approach, pupils become less interested in self- at least basic interest. In an ideal situation, informal
expression, innovation and simple research on the learning supports formal STEM subjects at school
topics they could potentially be interested in. If there and has to be to some extent interconnected.
is no capital approach to STEM - including regular Innovative evaluation approaches are still lacking
discussions in schools, afterschool activities and at when implementing STEM at schools, leaving the
home - in a way children can understand, then children responsibility of science capital building to specialized
grow up without knowing much about science, schools with STEM-focused career and “out-of-school”
considering it is simply not for them. Teaching STEM programs that are not accessible for everyone.
is more about giving the so called “science capital” –
the knowledge, skills, experience and attitudes to
science, technology, engineering, and math, making
them more accessible by joining these areas into one
interesting field to talk about with friends, parents
and scientists.1 Science capital, gained from a variety
of sources, is what drives people towards careers
related to STEM, and formal, non-formal and informal
education is what influences this capital.
The main problem related to pupils’ low level of
interest in chemistry, biology, geography, technology,
construction, robotics and other subjects is the
“language” of teaching, a lack of effective methods to
raise interest and an inability to connect it with real- The success of schools in STEM areas depends on the
life contexts. Besides that, approaches are often too terminology and explanations used in educational
theoretical, while STEM proposes to engage pupils materials and lessons at schools. This contrasts
in doing (experimenting, testing), which means informal learning, where STEM topics are mainly
understanding the processes and linking it to real practice-based. Schools and teachers often use
science. STEM pupil is a scientist, who motivates books written by scientists for ”mini-scientists”. It is
themselves by active engagement with the topic. crucial to understand that elementary school pupils
are still children, who are not able to use fancy terms
Moreover, many topics like robotics, 3D printing, web-
to describe physical or chemical processes, and who
design, engineering (that essential part of modern
therefore need a more hands-on approach, visual
reality) are not covered at all nor barely examined in
materials, simple explanations and gamification
European public schools because of the heavy focus on
to understand and be fascinated by what has been
standardized testing and pressure to cover academic
understood. For instance, project-based work in
standards set by the governments. The United
groups has a positive effect on engagement and
States, the country recognized as the leaders in STEM
motivation to study.
education, implements mathematics and sciences
as the dominant parts of their STEM curriculum, and At the same time schools should cultivate a
teach them in formal and non-formal ways, leaving challenging environment for STEM learning. Pupils
behind engineering and technology-related subjects. have to ask themselves questions and search for the
answers, solving problems, developing their own
Aside from STEM-focused and technical education in
motivation (beyond stimulation from the teachers’
specialized schools (like selective and inclusive STEM
side). Motivation brings engagement and a sense of
schools with a high level of resources, more freedom
initiative while exploring and challenging oneself.
from state testing requirements and often more
STEM includes an extremely wide scope of topics,
motivated pupils), in Europe the STEM education
and every pupil can find a lot to explore, applying it to
experience has mainly been informal education, e.g.
real life. On the other hand, such an approach is time
after-school programs or summer camps. However,
consuming, as it is difficult for teachers to combine
they have great potential in making learning more
1
Science Capital Made Clear, https://www.bp.com/content/dam/bp-country/en_gb/united-kingdom/pdf/science_capital_made_clear_
INTERACTIVE.pdf
7 THE USE OF STEM
the standardized learning programs with hands-on Improving STEM education quality includes not only
practices, group works, creative modelling and other non-formal after-school classes, but also informal
activities. Another challenge for the teacher is to find teaching inspired by advanced museum programs,
attractive tasks that young pupils can solve, as well nature and science centres, zoos, aquariums,
as tools and methods to do so. The task of a STEM planetariums, libraries, trainings and other activities,
teacher is to pose problems and combine problem which may include pupils learning with teachers,
solving with project-based learning across disciplines, peers or parents. Partnerships between schools and
developing critical thinking, communication, such institutions are recommended to be established,
assessment, inquiry, and other skills. and pupils are not the only beneficiaries of such
Teamwork in this sense is a valuable environment for initiatives – they also advance teachers’ conceptual
problem solving and a source of inspiration, even when understanding in STEM and help to integrate the
the project fails and more attention and creativity inquiry process and new materials to their classrooms.
should be added. This is the environment where boys Support for raising motivation and knowledge
and girls develop STEM competences equally, not of teachers about innovative STEM teaching
separating-out technology and engineering as more approaches also comes from public bodies and the
relevant for boys (as it was considered in previous non-governmental sector. Development of STEM-
decades). The use of engineering design methods and related projects, conferences, science and technology
technology (including the creation of technologies) fairs and exhibitions, training courses, online study
requires knowledge of mathematics and sciences, platforms, and many more have contributed to a
showing the interconnectedness of all these STEM change of attitudes towards the creation of more
areas. STEM must prepare pupils for carrying out attractive and less formal learning environments.
their own experiments, field studies, design projects or
secondary researches. Countries which have already acknowledged
the significance of STEM organize huge events,
The way of modern comprehensive schools, besides competitions and exhibitions dedicated to STEM,
a broad spectrum of standard-based academic including inventions and impressive studies made
curricula, designed to foster curiosity, inquiry and by pupils. Bright exemplars of such countries are
discovery in curriculum foundations, has to be open Singapore (Singapore Science and Engineering Fair,
to “out of class” activities. In this way learning extends The Bright Ideas Challenge 2017), USA (USA Science
beyond the classroom walls and is called non-formal & Engineering Festival, Odyssey of the Mind), UK (The
education. Raising the number of STEM-related Big Bang Fair, Ultimate STEM Challenge), and many
after-school activities contributes to a conceptual more. The disadvantage of such activities lies in the
understanding of STEM, improving pupils’ school fact that they are not accessible for everyone, as the
achievement and attainment and strengthening urban and rural environments cannot be compared
positive dispositions towards STEM. Informal in the field of STEM activities. Other outside-school
afterschool activities about STEM can fill in the gaps factors influencing perception of pupils towards
of formal education, providing hands-on practices. STEM are parents, business, community, the cost
However, not all schools can ensure them for pupils. of activities, and practices such as mentorships,
Not focusing on formal state requirements, after- research experiences and internships, which can
school STEM activity mainly depends on the teacher’s be supportive or discouraging. This is the point of
knowledge, expertise, creativity and motivation to return to the discussion on the need for formal and
run attractive and engaging course. Schools often non-formal STEM activities in primary, secondary and
lack appropriately prepared educational staff and high schools.
resources to support this work.
Importance of interdisciplinary learning
The well-known approach of teaching math, chemistry, nature. Even teachers sometimes interpret incorrectly
physics, geography, and other science-related subjects the components and links between them. For
separately in traditional curriculums has shown the example, engineering is often described as a field
great problem in understanding powerful connections of science, however the two differ as much as the
among topics and links between the theory and the world of the ”made” and the world of the ”found” do,
THE USE OF STEM 8
though complementing each other at the same time. What distinguishes STEM from traditional science and
The most common phenomenon related to pupils’ math education is the blended learning environment
education at school is that math is seen as a completely and possibility to explore the scientific method that
isolated subject with no or minimal links to real life can be applied in everyday life. Instead of explaining
application (except simple counting functions), and, as difficult mathematical theories, connections to other
an obligatory school subject math therefore makes a fields should be demonstrated. The same relates to
challenge for pupils and their teachers, when the daily technology, engineering and science that should be
life applicability is questioned. examined as a whole (Picture 1).
Technology Math
advances advances
used in used in
Engineering benefits from Science
applies
involves studies involves studies
Crea�vity World of the Scien�fic World of the
“made” method “found”
Picture 1. Interrelatedness of STEM subjects 2
STEM in turn focus on immersive hands-on inquiries (3) increase STEM literacy for all pupils, including
and open-ended exploration, adding real-world those who do not pursue STEM-related careers or
issues, engineering design process, technologies and additional study in the STEM disciplines3.In this
more links between those and science and math. sense, STEM literacy is defined as the knowledge
The point of such an approach is not limiting matters and understanding of scientific and mathematical
to one correct answer to each question, but trying concepts and processes required for personal
different ways, analysing achievements and failures decision making, participation in civic and cultural
and using as much creativity as possible. A variety affairs, and economic productivity for all pupils4.
of methods can be used in such learning processes, It states that STEM is not solely about scientific or
even artistic means, which advances STEM to STEAM, technological innovations, pointing at its meaning
adding arts to sciences, technology, engineering for social innovation and participation issues. As
and math. When pupils see the interconnectedness STEM goes hand-in-hand with 21st Century skills, it
of these four fields, they may find themselves more should be implemented from the very early grades,
motivated to explore the individual subjects in increasing the habit of asking important questions,
deeper ways than they did previously. caring about sustainability, engineering and design
thinking, using technologies, leadership, teamwork,
The interdisciplinary character of STEM has also been
testing and working on solutions.
stressed in the United States. The education goals
of STEM are (1) to increase the number of pupils STEM shows the need for an interdisciplinary approach
who pursue advanced degrees and careers in STEM in teaching sciences, technology, engineering and
fields, (2) expand the STEM-capable workforce and math, bringing understanding for global impact.
2
David D. Thornburg, Why STEM Topics are Interrelated: The Importance of Interdisciplinary Studies in K-12 Education, Thornburg Center
for Space Exploration, 2008, p.3
3
National Research Council, Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and
mathematics, 2011, p.15
4
National Research Council. (1996). National science education standards, Washington, DC: National Academy Press
9 THE USE OF STEM
Technical creativity
Using the term “creativity” while speaking about For enhancing the creativity of pupils in schools,
STEM activities incorporate different meanings, appropriate working methods and environment
which should be taken into account. According to should be prepared, where the learner is considered as
Donald W. MacKinnon, several types of creativity can the centre and stands above the curriculum. Patient,
be distinguished: (1) artistic creativity, which reflects open and trustful relationships between learners
the inner needs of the creator, (2) scientific and and educators empower pupils, eliminate fear of
technological creativity, which deals with problems making mistakes, develop the ability to cooperate
of the environment and results in novel solutions with facilitators and other learners, and allow for
(leaving little space for expression of personality), playing different roles and listening to each other.
as well as (3) hybrid creativity, which contains both The focus on the learner gives more self-esteem and
a novel solutions and the personality of the creator.5 opportunities to show independence, creativity and
The last type of creativity could refer to STEAM and initiative. Creative learning also involves the process
specifically to web design or architecture. of imaginative thinking, which develops the ability
to generate unusual questions and analyse them,
to brainstorm and think critically. Based on such
approaches, real challenges can be better identified
and possible solutions modelled, creating innovative
ideas and taking risks in implementing them.6 For this
purpose diversity is crucial – changes of methods,
environments, people, topics, and tools.
Design thinking
According to the World Economic Forum, by 2020 the
top 3 skills for workforce will be: (1) complex problem
solving, (2) critical thinking and (3) creativity7, so one of
the ways of enhancing those skills among children and
youth is to adjust schools’, colleges’ and universities’
curriculums to principles of design thinking.
Design thinking is a creative process that covers
principles and techniques on how to generate new
ideas of value and how to translate those ideas into
Scientific and technological (technical) creativity is new products and services8. Design thinking enables
what STEM is mostly related to. It can be divided into brainstorming and the exchange of ideas in order to
programmed creativity, which stands for logical and create, innovate and develop diverse skills, including
structured ways of creating new products or services, entrepreneurial ones. Application of design thinking
and lateral creativity, which relates to generative and into different areas and levels of education can
intuitive thinking. It has been proved that technical better prepare pupils to changing environments by
creativity may be developed during appropriate developing their ability to bring their ideas into life,
trainings and serves as a basis for innovative solutions effectively solve problems, think critically, and be
created by adults and children. creative and flexible to changing circumstances.
5
MacKennon, D.W., IPAR’s Contribution to the Conceptualization and Study of Creativity. Perspectives in Creativity, 1975
6
Grainger, T., Barnes, J. , Creativity in the Primary Curriculum, 2006, p.5-7
7
Economic World Forum, The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, 2016
8
Loudon, G., Creativity in STEM, source: https://www.heacademy.ac.uk/blog-entry/creativity-stem
THE USE OF STEM 10
The process of design thinking is described in phases: By mixing divergent thinking and convergent
thinking, multidisciplinary learning and problem
1. Defining the problem: pupils together with the
solving skills are being reached. The integration of
teacher discuss the challenges and problems in
design thinking into formal and non-formal STEM
their local community, school, classroom, etc., also
activities connects theory to practice and real-world
defining the intended audience.
problems, leaving room for project and product based
2. Empathy and perspective taking: learners activities, experience based learning, prototyping,
investigate the problem and analyse the needs of the experimenting and testing, as well as addressing
audience. the needs of communities, society, environment,
3. Idea generation: working in groups pupils discuss etc. These activities should be practiced on a regular
the topics and generate the ideas on how to solve the basis, which practically means creating a sustainable
problems, analyzing each separate idea. educational curriculum, and including a diversity of
topics, playfulness, collaboration and opportunities
4. Sketching the design: using simple pencils and to learn from mistakes. To reach this, teachers’
papers or online tools pupils design sketches of their competence in creative thinking should be trained
products and pitch the ideas to other learners. and the learning environment redesigned so it can
5. Prototyping – Testing – Refining: pupils work completely address the needs of pupils and make
on “building” the product (prototype), test it and them feel comfortable while learning by “doing”.
redesign. This is the most creative part of the project
related to engineering as a part of STEM. “Creativity Castle”, Latvia
6. Feedbacks from users: the final design is presented Using the concept of design thinking and theories of
to users (or stakeholders) and the feedbacks are Edward De Bono, the “Creativity Castle” (“Radošuma
gathered. Design may require some improvements Pils”) project has been created in Latvia and has
due to feedback of others. worked effectively since 2010. The project focuses
7. Final reflections: learners take an advantage to on improving education quality in Latvian schools
reflect on the process. It can be done by sharing in and organizing courses of creativity development for
classrooms or on social media with a broader public. teachers seeking to know more about the methods of
development of individuals and supportive schools
8. Sharing out: design thinking requires sharing
environments in Latvia.
the idea and the product with broader audience, for
example, by using online tools.9 Each year “Creativity Castle” team organize practical
courses, coaching seminars, and conferences for
teachers and other educational staff. “Creativity
Castle” trains self-development, practical literacy,
team efficiency and collaboration, creative thinking,
pupils project management, entrepreneurship,
motivation, interdisciplinary teaching, teacher
collaboration, and other topics. The “Creative Castle”
project is not specifically designed for STEM teachers;
it focuses on the overall improvement of teaching
process, adding creativity releasing activities. Such
initiatives are extremely useful to build an awareness
of the meaning of creative thinking in education,
to train existing and future teachers, to show new
methods and new ways to engage pupils in learning,
including learning STEM-related subjects.
9
Design Thinking Process, source: http://www.edtechupdate.com/stem/technology/?open-article-id=6695183&article-title=design-
thinking-process-and-udl-planning-tool-for-stem--steam--maker-education&blog-domain=wordpress.com&blog-title=user-generated-
education11 TECHNOLOGY
TECHNOLOGY
Taking into consideration the fast development of content, e.g. thematic movies or experiment videos.
technologies, producers of high-tech products will Interactive whiteboards are being installed in
require more specialists and engineers to ensure chemistry, physics, geography and math classes
competitive advantages for their companies. A around the world; however, the vast majority of
proper technical education should be given to schools still lack them, linked to their high cost.
learners in schools and universities to cover the
Putting the emphasis on pupil collaboration
needs of industry in coming years.
and project-based learning, textbooks and
Technology is one of the four core parts of STEM that other alternative teaching and learning tools are
is often underestimated in education. Considering being replaced with mobile devices in modern
technologies a burden rather than strategic learning schools, which practice attractive STEM teaching.
tools, public schools forget about the development Smartphones and tablets are considered attractive
of pupils’ 21st Century skills. However, technologies for pupils because of the variety of advantages they
should not only be used by children to learn about bring. Mobile app development has made education
sciences – technology must be promoted in order to as accessible as possible, and the light weight
be created by today’s children in the future. According and portability of these tools make it possible to
to experts, modern education requires particular engage pupils at home and in classrooms, making
attention on four technology categories: mobile project development more efficient than ever. With
devices, networking infrastructure, interactive front- a smartphone, tablet or portable computer, pupils
of-class tools, and 3D printers. now can work and research on the web or a specific
mobile app, on a presentation in Prezi, on a report in
Word, communicate with friends in Whatsapp, and
so on. Moreover, specific mobile apps are designed
for pupils to teach about biology, geography,
chemistry, engineering, physics, and other areas in
ways children understand. Pupils can learn practically
by moving, ordering and connecting objects on a
screen, observing the results and comparing them
with classmates’ just as it would be in a game.
For more advanced technology implementation
more investment is required from schools. Mainly
private schools, non-formal out-of-school courses,
For now the most widespread implementation as well as schools cooperating with universities and
of “technology” at schools is computer science science centres can afford teaching STEM by use of
and programming teaching, however the level of technologies like 3D printers, advanced modelling
advancement and quality of education varies in softwares, robots, and virtual and augmented
countries and schools across Europe. Computer reality softwares. These technologies also require
sciences and programming support active learning, appropriate maintenance and user competences,
for example, by applying functions and formulas of which is also a problem for schools. The same applies to
math into practice, structuring their assignments engineering classes that require appropriate tools for
and improving collaboration, designing something practical learning. In this sense cooperation between
creative, advancing digital literacy, critical thinking, schools and informal (non-formal) educational and
and problem solving. Some schools in Europe are private institutions gives a lot of advantages. On the
actively adapting classrooms for more attractive and other hand, the newest achievements of science and
effective learning of STEM-related subjects. Front- engineering concerning technology development
of-class tools like interactive whiteboards allow us should be at least revised and discussed during STEM
to supplement theoretical lessons with on-board lessons to update pupils and raise an interest in
modelling demonstrations or engaging multimedia technological opportunities.TECHNOLOGY 12
Coding in primary schools, Estonia Makers Empire 3D Design Challenge,
In 2012 Estonia became the first country in the world
Lithuania
to launch computer coding in its 1st grade curriculum More than 2000 pupils from 88 schools in Lithuania
to advance a 21st Century education on national level. participated in a huge 3D technology focused event.
The aim of the project is to develop the digital skills Pupils were engaged in the challenge of designing
of pupils from the very early age, so they are not just 3D mazes using the Makers Empire 3D software,
users of modern digital technologies, but are able having the opportunity to win 3D printers and
to create them by themselves. Behind the coding, learning program licences for their schools. With just
logic will be trained from very early age, advancing a little assistance, pupils of different ages (even 8
excellence in math, programming and robotics. Such years old), with little or no experience in 3D design,
an approach makes the difference in knowledge were granted an opportunity to work with future
application, making math more conceptual, practical technologies and express their technical creativity.11
and motivational when used to solve real-life
3D printing itself is not a common activity in public
problems.
schools, instead being found in universities; however,
Introducing coding to primary schools will give it has potential to inspire pupils and empower
Estonians competitive advantage in the labour educators. Giving an insight into modelling and
market of the future. Coding literacy will lead to even design, pupils are led to search for more exciting
more innovations and quality software products opportunities and self-expression in STEM, affecting
launched by Estonia, already world famous because their future career choice.
of Skype.10 Since 2014 a few more European countries
have followed the example of Estonia and introduced
coding in their curricula. Robotics Championship, Latvia
For 10 years Riga Technical University has hosted
the Latvian Robotics Championship, gathering
In order to support interest in technology, engineering
hundreds of robotics enthusiasts from all three Baltic
and modelling, local, regional and international
states. The main aim of competition is to raise the
initiatives have been developed in the Baltic countries.
interest of children and youth about engineering and
Participants of robotic clubs and afterschool activities
robotics, one of the most rapidly growing industries
have an opportunity to participate in competitions in
in the world. Competition between participants is
robotics, airplane and auto modelling, 3D modelling,
organized into seven categories (2017), where robots
and other fields. This is possible thanks to a variety of
have to accomplish different tasks, like following
non-formal out-of-school and after-school activities
a drawn line, navigating a route with obstacles,
for pupils, mainly funded by parents and organized by
wrestling with “enemies”, and many more.
private education centres or special school projects.
The aim of competitive activities is to raise the interest The championship has no participation fee and no
of children in STEM-related areas. By introducing age limit for participants, which means that kids have
the world of engineering and technology, out-of- the same opportunities as older participants.12 The
school STEM activities could become an integral part competitive environment and the variety of exhibited
of national curricula, as is the case with coding in robots gives an inspiration for further development
Estonia. of engineering skills.
These activities together with practical lessons demonstrate to the wider public the variety of application of
technologies in real-life situations. For instance, robotic exhibitions and competitions are always fascinating
not only for young pupils, but also for adults, especially when high-tech technologies are being created by
children under the age of 19. Robotics and modelling activities are becoming more popular, that shapes the
interest and need to teach technology and engineering as a part of STEM in conventional schools.
10
Estonia to make coding part of first-grade education, source: https://www.theverge.com/2012/9/7/3300354/estonia-progetiiger-coding-pilot-program
11
https://www.makersempire.com/2000-pupilpupils-in-lithuania-take-part-in-makers-empire-3d-design-challenge/
12
Latvijas robotikas čempionāts 2017, source: http://robotuskola.lv/lv/lrc13 TECHNOLOGY
Science
Science as we know it from chemistry, biology, 3. Construction of hypothesis: Make a guess on how
and physics lessons is already present in modern the things work, attempting to answer the question
educational systems; however, the effectiveness of and predict the result. It will show what exactly is
methods used in teaching pupils in schools differs going to be researched.
dramatically. First of all, these subjects are mainly 4. Testing by doing an experiment: The experiment
taught as separate theoretical disciplines (for tests whether the prediction is accurate and thus the
instance, in secondary schools), without linking them hypothesis is supported or not. The experiment is the
to other disciplines and real life. Secondly, formal most complex part, as it should be conducted several
education requires children to know a lot of concepts times to receive as accurate answers as possible.
by heart instead of understanding them. Too-formal
5. Data analysis and drawing conclusions: Analysis
approaches to these sciences make it less attractive to
of data shows if the statement (hypothesis) is right
consider developing careers related to them. Thence
or wrong. Also, if any mistakes were made during
comes the gap between the supply and demand of
the experiment process, they could be remade or
specialists in the market.
corrected somehow. Conclusions include measures
to be taken in order to research the subject.
6. Communication of results: The final report or
presentation (or demonstration) presents the findings
and open the discussion about possible solutions
to the problems, and initiates new questions and
research ideas.
Adapting the structure to learning about science,
one develops a very diverse range of knowledge and
competences, including precision, logic, curiosity,
analysis, etc., but the most significant is learning “to
Non-formal STEM activities now seem more effective do”. This helps to develop scientific literacy based on
for attracting pupils to deeper understanding of one’s own experience.
science. Therefore, formal education has to overhaul Project-Based Science
the practices of teaching STEM in interesting and
exciting ways, involving hands-on activities, projects, Basing research and the whole learning process on
demonstrations, extracurricular materials, etc. questions, the learning process can also refer to the
concept of Project-Based Science (PBS), which similarly
Scientific method organises science classes around driving questions.
The most known method of teaching hands-on Instead of posing the authentic scientific question
science is the scientific method, which can actually (problem) as a basis of the learning process, PBS
be applied in any discipline. The steps to apply are engages pupils in investigation or design activities,
the following: results in developing the final product, involves
1. Asking a question: The scientific method starts collaboration and use of learning technologies. It
when curious children ask questions about things gives not only the knowledge of scientific issues,
and processes they observe. How? What? When? but also real competences in developing scientific
Who? Which? Why? Where? - these questions initiate research and other competences not directly related
the generating process and the motive to search for to them (for example, digital skills, problem-solving,
answers. autonomy, interpersonal skills, critical and analytical
2. Conducting a background research: Before thinking, curiosity, creativity, etc.). The key element
writing a detailed plan of research, the use of online of PBS is the motivation to learn about real-world
and library resources will help them to not make processes and problems.13
mistakes previously made by other researchers.
13
Hasni, A., Bousadra, F., Belletête, V., Benabdallah, A., Nicole, M.C., Dumais, N., Trends in research on project-based science and technology
teaching and learning at K–12 levels: a systematic review, 2016, p.205-206TECHNOLOGY 14
The distinction of STEM is that it allows pupils to test Different education centres offer more advanced
the processes they want to know more about by activities for children of school age, aimed at
themselves. Experiments previously done by scientists improving the motivation to explore the world of
are usually described in textbooks in a way that is quite science. Activities offered by these centres are usually
difficult to visualise and follow the steps of testing and not free of charge, but they conduct really exciting
proving something in a laboratory. Often the topics activities that could not be experiences in schools.
and processes remain obscure when pupils do not
have a motivation to discover more. The best solution ”Laboratorium.lv”, Latvia
to this is to test scientific findings with experiments ”Laboratorium.lv” is an educational and entertaining
in classrooms, labs, science centres or even at home, enterprise, offering educational classes, theatre
collaborating with friends, teachers and parents. That performances, and programmes for holidays and
gives an opportunity to discuss and avoid mistakes. special events that are fully dedicated to exciting
Advanced schools often have chemistry and physics science. The activities offered are meant for children
labs, however even those do not guarantee the older than 5 years and are aimed at drawing children
engagement of pupils. Standardised experiments into science. During the working days ”Laboratorium.
are usually prescribed by curriculums and often do lv” usually organises weekly lessons in physics and
not even explain the processes in a real environment, chemistry, but on the weekends they organise
which makes them basically useless. However, attractive science theatre performances dedicated to
there always are exceptions in approaches used by topics such as ”The Secrets of Sounds”, ”What Every
teachers, combining different features, like chemistry Pupil Needs to Know”, ”Short Circuit”, ”Fiery Science”,
experiments and creation of digital learning tools. etc. ”Laboratorium.lv” has an event schedule available
on the internet with all the activities organised,
Ogre’s Elementary school, Latvia including the information about the minimum age
of children to participate (e.g. 7+, 12+), the working
This elementary school in Ogre city has developed
language of activities (LV or RU) and full description
the practice of teaching natural sciences through
of activities.
experiment. Pupils prepare experiments in small
groups and make demonstrations in front of class,
As a part of informal STEM, simulations and different
explaining the materials, tools and processes to
kinds of informal activities are organised to engage
classmates. Experiments are mainly related to
older pupils. They mainly combine sciences with the
chemistry and physics and the materials used are
real world of business. Schools are invited to take part
accessible to everyone, avoiding the use of specific
in such activities to pilot developed materials, games
equipment and substances from laboratories. Pupils
or educational platforms, however such activities
explain by themselves magnetic fields, sound waves,
could be organized in schools more regularly and
water features, chemical reactions, electrical chains,
independently.
and much more.
Demonstrations are also filmed and available for others The implementation of STEM as an integral subject
as an educational resource on the school’s website in public schools is easier to reach when the
(www.ogressakumskola.lv/skoleniem/eksperimenti- general public understands the meaning of STEM.
dabaszinibas/), which shows off the creativity of pupils Introducing and promoting science in the mass
and the exciting nature of science. Uploaded materials media is a great way to reach general understanding
can help pupils make similar experiments at home, as and acknowledgement of STEM’s importance today
well as inspire teachers to conduct such activities in and in the future. Moreover, the creation of STEM-
different classes and schools. related selective courses in schools make science and
technology more accessible, so the implementation
Other methods (e.g. watching movies about scientific of STEM activities in a framework of formal education
discoveries) bring the deeper understanding, as a should be developed to reach the quality of education
larger part of society captures visual information as it is in Estonia. According to the OECD, Estonia is
much better than reading or listening. However, the one of the 10 smartest countries in the world in terms
best way to learn about something is to try it. of science and mathematics14.
14
OECD, PISA 2015 Results. Excellence and Equity in Education, 201615 TECHNOLOGY
Science Communication Programs TeaMe
and TeaMe+, Estonia
TeaMe+ is an European Regional Development Fund-
financed programme for popularizing STEM in Estonia,
which aims to create a positive social background for
studying and working in STEM and to influence the
interests of young people. It began as TeaMe during
2009-2015 and continued as TeaMe+ in 2015-2020. To
reach an audience of young developers, TeaMe and
TeaMe+ use different measures, such as mass media,
science journalism, diversification of extracurricular
education and studies in technological sciences, the
promotion of an open dialogue between scientists
and society, as well as attracting support of private
companies and developing cooperation between
companies and schools. In TeaMe+ closer work with
private companies has been launched to involve 1. Natural sciences, technology society
them in teaching STEM subjects. It helps pupils to 2. Mechanics and robotics
connect their studies with real life, makes theory
3. Use of computer in research
easily understandable and hopefully guides young
people to choose the career of a scientist or an 4. The basics of creating and programming apps
engineer. 5. Geoinformatics
TeaMe+ is a follow up of the TeaMe programme 6. The elements of economical mathematics
dedicated to the development of science broadcasting 7. Drawing
programmes – ”At the Top of the Pyramid” (”Püramiidi 8. Chemistry of life
tipus”) aimed at the general public in order to clarify
To support interest in science, technology and
how science affects the average person and in what
engineering, www.miks.ee platform has been
way the work of scientists betters our lives, and
developed. Stories of successful young scientists are
“Rocket 69” (”Rakett 69”), a thrilling competitive
published there to inspire others to start a career in
science programme, where talented young people
STEM.15
compete for a scholarship of 10 000 euros by resolving
tricky tasks that are not taught at school. ”Rocket 69” Other Baltic countries still require improvement in
was recognized by the European Broadcasting science and math education, as they practice STEM
Union as the best educational programme of 2012. as non-formal and informal afterschool and out-of-
Additionally, study materials have been developed school activities with diverse levels of teaching and
for eight selective courses and piloted in six Estonian resources. Attractive game-based and hands-on
secondary schools specialised in the fields of exact activities in science are still not a priority in education,
and natural sciences and technology. Textbooks, however different initiatives and one-time projects
collections of worksheets and e-courses, teacher’s are arising as the importance of STEM becomes more
textbooks, and other materials have been created for recognised.
following courses:
15
Science Communication Programme TeaMe, source: http://www.etag.ee/en/funding/programmes/cl osed-programmes/science-
communication-programme-teame/TECHNOLOGY 16
Teaching and learning STEM in Lithuania, Estonia, and Latvia –
focus groups
In order to learn more about the current state additional (extra-curricular) activities in STEM field
of teaching STEM-related subjects in schools, generally show more interest in sciences, technology,
three focus group discussions took place in VGTU engineering, and mathematics. As previously
Engineering Lyceum (Vilnius, Lithuania), Põltsamaa stated, other aspects influence pupils’ interests and
Coeducational Gymnasium (Põltsamaa, Estonia) and motivation to discover STEM areas, like the attitudes
Ķekavas Secondary School (Ķekava, Latvia). Focus of STEM teachers, grades in specific subjects (which
groups were organized in late March – April 2018 and forms motivation to do more/less), lack of time,
gathered primary and secondary school teachers, and even seasonality, as, for instance, the end of
youth workers, parents, school principals, university each year is the busiest time for pupils in terms of
lecturers, and even representatives of municipal learning, so little time remains for “more difficult”,
education departments. In total 26 people took part. analysis-requiring topics of STEM. Participants of the
focus groups also mentioned the necessity of deep
Focusing on STEM-related education in secondary
thinking and analyzing issues, which makes STEM less
grades 5-8 in Lithuania, Estonia, and Latvia, five main
attractive for less determined pupils. Additionally, the
questions were prepared for the focus groups. The
need for STEM professionals in the job market does
stakeholders involved in education were answering
not flow through to the image of STEM professionals
the following:
in society: musicians and actors are much more
promoted in the media than physicians or engineers,
1. Do pupils in our country have sufficient interest
and therefore these professions are not that attractive
in STEM subjects at school?
for pupils.
2. How can we address obstacles to the
Answering the question “What hinders the
development of STEM in our educational system?
development of STEM in our educational systems?”,
3. What types of support are needed for teachers the majority of participants agreed that implementing
to promote STEM among youth efficiently STEM is problematic from both conceptual and
(especially in grade 5-8)? technical perspectives. First of all, the curriculums
4. Is informal STEM education well developed in are “overcrowded”, “compressed”, “not balanced”
our country? What can be done to improve it? and neither pupils, nor teachers have time for more
creative STEM activities. Formal education is highly
5. Name the best examples of STEM education standardized - requirements are specified from above
examples in our country and say why you think and there is no room for flexibility, however pupils
they are best cases? themselves are expected to be flexible and creative
in their future life. This lack of flexibility concerns not
only curriculums, but also teaching methods, topics,
After the focus groups were organized, a proper
and even the use of equipment. Instead, school
analysis was conducted to identify the situation of
curriculums give too much theory, which leaves no
STEM education in the three participating schools
space for practical activities. The required exams take
and the Baltic countries in general.
additional time for preparations.
The first question “Do pupils in our country have
Another topic was the lack of resources, e.g. human
sufficient interest in STEM subjects at school?”
and financial support. Participants mentioned that
was focusing specifically on pupils as the main
the less-formal approach to STEM-related topics
beneficiaries of STEM education. It was said that in
(implementing creativity, deeper thinking, and
early age, pupils tend to show more natural curiosity,
project-based learning) still relies on teachers-
which starts to disappear in secondary school for a
enthusiasts; however, teachers often feel abandoned
variety of reasons. This is a point in favour of teaching
and not supported by the school, municipality, state,
STEM from very first grades. A point also discussed
and even parents. There are often too many pupils
is that pupils who are already involved in some17 TECHNOLOGY
in each class, so it is impossible for the teacher to While answering “Is informal STEM education well
pay individual attention to each individual issue. developed in our country? What can be done to
Therefore, additional human resources (e.g. teachers, improve it?”, problems related to access to informal
technicians, specialists) are required to ensure quality STEM activities were discussed. Special attention
STEM lessons at schools and assist STEM-related was put on the gap between the opportunities
subject teachers, often overloaded by (other) work. provided for pupils in bigger cities and rural areas.
However, this also relates to the problem of finding As STEM requires differentiated approaches in terms
appropriate professionals, who are able to lead the of attracting and motivating pupils, those from
activities in engineering, robotics and other less bigger cities have many more opportunities to visit
usual subjects of formal and informal education. museums, science centres, labs, creative studios, etc.
In order to implement innovative STEM teaching, than pupils from smaller areas. For pupils from distant
certain financial resources for specialized equipment, areas, informal STEM education requires much more
materials and extra working hours of teachers are resources (time, financial, human, etc.). Even when
required to ensure. For now, teachers (especially in teachers attempt to create new experiences by
rural areas) often need to switch between several themselves (in classrooms), they are often stopped
schools to ensure their own income. by bureaucratic restrictions that formalize (or limit)
activities of STEM.
Another aspect that forms pupils’ attitude towards
challenging STEM topics is the teacher’s perception
of STEM. As the majority of focus group participants
were teachers, existing challenges for teachers
were discussed, revealing the biggest conceptual
problem – proper understanding of STEM.
There are still plenty of teachers that put a lot of
emphasis on theoretical knowledge, as they were
taught years ago (this mainly applies to teachers
of older generations). They are often not keen
to experiment with different teaching methods
that would be more appropriate for “digitized”
generations. It was mentioned that teachers often
are behind their pupils in terms of technical skills.
The lack of flexibility of teachers is often also caused
by a lack of knowledge in certain areas, which in turn
affects the overall scope of pupils’ knowledge. The
development of STEM is also hindered by inadequate
number of teachers with expertise in such areas as
engineering, programming, robotics, etc. Some
parts of STEM might be skipped, if they are outside Except for previously stated needs and requirements
teacher’s field of expertise, which contrasts the idea for STEM development, answering the question
of interdisciplinary teaching and shows that teachers “What support is needed for teachers to promote
in general are not ready for STEM, because there STEM among youth efficiently?”, participants of the
is still a lack of understanding what STEM should focus groups mentioned the necessity for appropriate
consist of. Moreover, plenty of teachers are not methodological materials, lesson plans, resources to
even familiar with the concept of STEM, therefore cover study visits and other learning tools to support
participants of these focus groups agreed on the their work with pupils. Higher level agreements on
necessity of additional communication and trainings STEM implementation should be reached in order to
(education) for teachers in order to explain the role know what to teach, how to do it and to what extent
of interdisciplinary learning, experimenting, project- as well. Extra courses and experience exchange
based learning and resources where to search for programs for teachers should be developed in order to
information. provide support, supplementing it with professionalYou can also read
