When I first got hired as a stem teacher, I remember telling everyone the news. Teachers and non-teachers alike had very similar comments in response. They were all very excited, but I got the sense that many people thought that Stem was something that it wasn’t. In this post, I will address the 5 damaging misconceptions of Stem class, why they can be hurtful, and I will also uncover the truths.
Misconception #1: Kids Love Stem
One of the things I heard over and over again is that I will have a great time because kids love stem. Only one part of that sentence was true. I loved teaching it, but the kids did not love stem. When we first started, students would stare at us blankly. When it was participation time, they hated working in their groups. It was difficult to get the students to get along in their collaborative design challenges, and there was a great tension of what we wanted the students to complete and their desire to get it done.
The students were quick to say they didn’t enjoy the science and building part, and it came to a shock for a lot of new stem teachers. We had seen so much success in our elementary classrooms incorporating Stem projects and PBLs in our curriculum, but this experience was unlike the ones we had previously dealt with.
The truth is that students grew to love Stem and all that it entails. They grew to love being active learners without being given the answers from the teacher. They even enjoyed working with students they had never learned with before. As soon as we were able to put them in groups to build, they also loved building days. To read more about how I organize those, click here.
It took consistent nurturing, passionate lessons in stem to get our students involved and loving our classes.
Misconception #2: Stem is Easy
When you see the Pinterest images for stem challenges or see them on Instagram, it may seem like the stem activities for kids are easy. They usually involved some materials, a few smiling students, and an awesome looking design. I’ve even heard some regular classroom teachers say that the Stem challenges block in their schedule is for the students to “just get creative and build what they want.”
The truth is that the engineering design process is the meat and potatoes of any stem activity. It is a rigorous process that challenges students’ thinking. They are forced to think about real-life problems. With the criteria and constraints provided, they need to research, plan, build, and test their designs.
In the best design challenges, students are asked to incorporate math skills, engineering, writing reflections, public speaking, and multi-media presentations. They have forced my students to expand and grow in a lot of areas, and none of it has come easy to my students.
In fact, one of the things I emphasize is growth mindset. For lower-grade students, you can use this resource to teach your students that they must exercise their brains to grow smarter. They aren’t born with smart (or not smart) brains, but they must work hard to learn. You can have this same conversation with older students too.
Misconception #3: Stem is Extra-Curricular
In schools, Stem class is one of the last things that get thought about. It is usually created as an after-thought to provide classroom teachers prep or PLC time. Many times, even administrators and classroom teachers have no idea what happens in the Stem block. I’ve heard that many people that it’s extra-curricular, and that there aren’t any standards being taught.
The truth is that many standards are being addressed in Stem class. In once lesson, a teacher can address math, writing, engineering, and science standard. Students that learn and succeed in Stem class are doing so much more than just learning how to put materials together.
For example, in a stem challenge where students are asked to do a vehicle collision activity, they can be using their tablets to record the collision. They are also timing the collision components. Another person in the group could be writing down the observations and comparing them to the text that was read the week before. All of the students can complete a writing piece that addresses the transference of potential to kinetic energy. The lesson can conclude in the students creating a video presentation using all of the components and putting them together.
Educating Others
Your students may be just as unaware of what Stem is and what they will be doing in your class. I’ve created a What is Stem resource just for them for the beginning of their Stem journey. It’s a digital version, so this can be completed during blended learning environments as well.
In this resource, they learn about math, science, engineering, and technology. Then they learn about how those stem professions help people. They will review inventions and innovations. Overall, the resource has been such a hit with my English Language Learners and all diverse learners in upper grade elementary.
Purchase the What is Stem Digital Google Slides resource by clicking here.
