In my fall 3rd-year “STEM in Early Childhood” class, I observed a common trend among pre-service teachers, all of whom were women. They shared the belief that they were not math or science-oriented, and therefore felt unequipped to teach STEAM subjects. To address this issue, I decided to shift from the traditional 20-page final project to a more hands-on and playful approach. My goal was to help the students build confidence in teaching STEAM concepts.
A previous capstone student who had experience with high school robotics inspired me to introduce the KIBO robot to my STEM course. By encouraging a hands-on approach to learning, I aimed to not only deepen the students’ understanding of STEAM but also boost their confidence in teaching these crucial subjects in the future.
To help the students develop their skills and confidence, I had them program and design the KIBO robots independently. We explored various uses of KIBO in the classroom, such as transforming it into a snowplow or a bowling ball. Each class ended with a feedback session, allowing the pre-service teachers to share their experiences and learn from one another.
Thanks to the C3 Grant, the students had access to the KIBO curriculum and attachments for further exploration. This allowed them to design lessons with young students in mind and adapt their teaching approach based on their experiences. The goal was not perfection, but rather learning through trial and error.
Through their work with KIBO, the pre-service teachers discovered they had more STEAM skills than they initially thought. This hands-on approach made learning about STEAM topics more engaging and effective than traditional methods. I believe that even younger children can benefit from engaging with STEAM concepts through hands-on learning.
For the upcoming school year, I plan to incorporate ScratchJr and Kaymbu into the curriculum to enhance the learning process. My advice to colleagues teaching future educators is to allow them to play and enjoy the learning process. By starting with hands-on learning and building confidence, we can transform how the next generation of educators approach teaching STEAM.
In conclusion, empowering pre-service teachers to embrace STEAM tools through hands-on learning can have a significant impact on their confidence and skills. By allowing them to play and explore, we can equip them to effectively teach STEAM subjects to future generations of students. Letting go of fear of failure and embracing a playful approach to learning can lead to a transformative educational experience for both teachers and students alike.
