Introduction: STEAM Clubs are a valuable resource for students who benefit from a hands-on approach to learning. I believe that incorporating play can help students gain a deeper understanding of various classroom concepts. We naturally embark on our learning journey through play, and when students actively engage in their learning, they are more inclined to explore topics in greater depth. This idea aligns with Newton's Law of Motion: "An object in motion stays in motion." Similarly, a brain in motion continues to learn.

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Body Part 1: STEAM puts academia into a real-world perspective. Through the STEAM lens, I aim to provide students with a hands-on approach to their learning. Those struggling with classroom concepts will find a safe space to grasp the same material from class in a different manner, with the option to simplify it if necessary. In the STEAM Club, students will have the opportunity to delve deeper into classroom concepts or collaborate with their peers to enhance their understanding of previously challenging topics.

 

Body Part 2: Every child is capable of learning; they only need the opportunity and guidance to do so in a way they understand. We must abandon the notion that students are too far gone to learn. Students need to develop pride in their learning. By showcasing their creations (this is optional), they allow others to see the outcome of their hard work. Teachers know their students, and it's essential to maintain open communication with classroom teachers to identify when students are struggling. However, teachers also have very full plates. We, as outside educators and parents, may need to address these issues first.

 

Body Part 3: Assessing Outcomes: Students will be assessed based on their efforts in the STEAM Club. Did they collaborate with their peers? Did they grasp the underlying concept? What did they learn from their failures, not whether the experiment/project was successful? The hope is for students to take charge of their learning willingly. Students recognize when they don't understand something. I aim to create an environment where they can learn through collaboration with peers, are unafraid to be wrong, and WANT to learn what is correct. It broke my heart to hear a teacher say that a child was too low to understand something and then give up on the student. This mindset is not entirely the teacher's fault. Our teachers have the heart to teach, but they are overwhelmed by the sheer volume of students they have. Some elementary classes have a ratio of twenty-eight to one. Our teachers need our help.

 

Resources: I hope that shedding light on this subject encourages parents and outside educators to adopt a different approach and start helping students delve into their learning. Many programs can benefit our students and parents. ChatGPT is a valuable tool for parents and teachers. Sorry, kids, this one isn't for you! Parents who may not remember something can easily ask ChatGPT for information at the grade level their student is in. Teachers with multiple students at different levels can use ChatGPT to quickly break down subject matter to each student's level of understanding. Parents and educators alike can use Pinterest to find hands-on projects related to any TEK (Texas Essential Knowledge and Skills). Parents can discover creative activities for kids to do at home that complement their school learning. Outside educators can find projects aligned with classroom TEKS to make the concepts tangible.

Conclusion: We are transitioning away from an age where memorization is paramount. In a world where everything can be Googled, we must instill in children the desire to search for knowledge. We must cultivate lifelong learners because the world changes every day, and we need to equip our children to be self-sufficient learners. We do not know the world they will inhabit when they enter the workforce, so we must prepare them to adapt and learn independently.

 

 

References:

Boylan, F., Barblett, L., & Knaus, M. (2018). Early childhood teachers’ perspectives of growth mindset: Developing agency in children. Australasian Journal of Early Childhood, 43(3), 16–24. https://doi-org.libproxy.lamar.edu/10.3316/informit.118287806363640

 

Charles E. Hughes, Lisa A. Dieker, Eileen M. Glavey, Rebecca A. Hines, Ilene Wilkins, Kathleen Ingraham, Caitlyn A. Bukaty, Kamran Ali, Sachin Shah, John Murphy, & Matthew S. Taylor. (2022). RAISE: Robotics & AI to improve STEM and social skills for elementary school students. Frontiers in Virtual Reality, 3. https://doi-org.libproxy.lamar.edu/10.3389/frvir.2022.968312

Dweck, C. S. (2016). Mindset: The new psychology of Success. Ballantine Books.

Froschauer, L. (2016). Bringing STEM to the Elementary Classroom. NSTA Press.

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Hunter-Doniger, T. (2021). Early Childhood STEAM Education: The Joy of Creativity, Autonomy, and Play. Art Education, 74(4), 22–27.

Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29(2), 303–327. https://doi-org.libproxy.lamar.edu/10.1007/s10798-018-9441-8

“Newton’s Laws: Inertia.” Texasgateway, TEA, www.texasgateway.org/resource/newtons-laws-inertia. Accessed 27 Aug. 2023.

TED. (2012, October 16) STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS [Video]. Youtube. https://www.youtube.com/watch?v=8jPQjjsBbIc

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Togou, M. A., Lorenzo, C., Cornetta, G., & Muntean, G. (2020). Assessing the effectiveness of using fab lab-based learning in schools on K–12 students’ attitude toward STEAM. IEEE Transactions on Education, Education, IEEE Transactions on, IEEE Trans. Educ, 63(1), 56–62. https://doi-org.libproxy.lamar.edu/10.1109/TE.2019.2957711

Vanessa W. Vongkulluksn, Ananya M. Matewos, & Gale M. Sinatra. (2021). Growth mindset development in design-based makerspace: a longitudinal study. The Journal of Educational Research, 114, 139–154.

 

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