STARS IN OUR EYES
Mention the word ‘star’ and some people will think of celebrities and influencers, while others will gaze up into the night sky and wonder at the glittering constellations. What would your students be thinking?
According to Morning Consult, 54% of 13-38* year-olds in the US say they would become an influencer, if they had the opportunity, and an overwhelming 86% are willing to post sponsored content for money. Given these statistics, and the huge numbers of followers that influencers have, it is highly likely that a social media star will be at the forefront of young people’s minds. We want to ensure that young people understand that being a star does not necessarily mean having the greatest number of followers. Being a star is about finding the light that shines within you – finding the subjects and a career path that will give you the most joy, and sharing that joy with others so that the world becomes a better place.
007: LICENCE TO SKILL
Films play a significant role in shaping our perceptions of science and scientists. Take James Bond, for example. It tops all the blockbuster films, including Harry Potter and Jurassic Park. It seems generation after generation cannot get enough of spy-fy – the secret agent, Q, the gadgets and the villainous boffins, whose madness borders on genius.
Over the years, James Bond films have adapted to their time, paying homage to the latest technologies and innovations of the era (nuclear energy, space travel, bioweapons, cybersecurity) and becoming (or attempting to become) more inclusive. And, just as film lovers are fascinated by Q’s latest technical innovations, we are in awe of the researchers who have shared their projects with us in this issue. They are at the forefront of innovation; they are dedicated to equality, diversity and inclusion; and they are on an important and vital mission: to inspire the next generation into STEM, STEAMM and research.
Our researchers are heroic agents of change, too!
How to build a STEAM generation
So many of the researchers we work with mention LEGO. Whether they’re playing it with their children or reminiscing about the sets they played with when they were children, LEGO crops up a lot. Dr Jenny Nash, Head of Education Impact (p4), provides us with a snapshot of LEGO Education’s latest initiatives, designed to help build the next generation of STEAM experts. Ollie Bray, LEGO Foundation’s Tech & Play and Playful Schools Lead (p8), explains the concept of the playful pedagogy, and why playful learning is just as important for secondary and high school students as it is for primary and elementary school pupils.
David Aguilar Amphoux shares his inspirational story about love, loss and living with a disability. He built his first prosthetic arm using LEGO when he was only 9 years old and wants to use his bioengineering skills to help others with disabilities.
Like David, the researchers in this issue are using their knowledge to solve some of the world’s biggest challenges. They share their tips and expertise so that a new STEAM generation can follow in their footsteps.
Food for thought, right here…
Food: We all need it to survive; we all use it to celebrate, commiserate and commemorate. Why not let food be the focus of our school curriculum, from which all other subjects – physics, chemistry, social sciences, PSHE – feed?
Dr Christian Nansen argues that food, as an educational denominator, can address societal challenges, elevate levels of empowerment and teach our children everything they need to know about maths, engineering, life sciences – essentially all school subjects and more.
In this issue, we feature 21 research projects that give your students plenty of food for thought. Some of these projects directly relate to food and agriculture; others tackle key societal challenges such as health and wellbeing, and sustainable energy. Above all, the researchers’ passion for STEM and STEAMM education shines through in all 21 of these projects. As Prof Stephen Self says: “You should be prepared to take STEM courses because they essentially underpin many other subjects.”
What happens when geology meets chemistry?
How does interdisciplinary research translate in the classroom? One way to view it is to see it in the context of cross-curricular learning. Even though school curriculums tend to require teachers to teach their subjects in silos, there are lots of benefits to cross-curricular learning: one being that students learn how to see the world holistically.
The research projects in this issue will provide your students with enough inspiration to view the world holistically; to see that some problems need a team of engineers, chemists and psychologists to solve them.
As economist Prof Sayantan Ghosal says in his article (p12), “Try not to get too bogged down in maths – the primary concern behind economics is attempting to understand the world around you.”
Do something amazing. Become a citizen scientist
Without citizen scientists, many research projects wouldn’t get off the ground. Citizen scientists help researchers collect and explore huge data sets, which might need the involvement of thousands of people, or data from people all over the world, or to cover huge distances. What’s key is that citizen scientists don’t need a science qualification. Anyone – and that means you – can participate. In this mag, there are lots of ideas for citizen science. For example, you could:
• Comb the beaches for microplastics
• Classify glitches in space
• Spread facts about biosecurity so diseases don’t spread
• Join a youth jury and advise the government on cyber safety
But, whatever you’re interested in, a simple internet search will have you involved in wildlife surveys, monitoring noise pollution, counting passing meteors – you name it –, a research project that is just right for you!
Where will STEAMM take you?
Social Mobility and the Sciences