Reflection

I came to Uruguay with two questions I wanted to observe, “How do Uruguayan teachers at the middle and high school level engage students in science using real-world phenomena and scientific practices?” and “How do Uruguayan middle and high schools involve parents and the community to increase their sense of belonging and community?” I observed ways teachers do both in abundance. Both the level of STEM and local phenomena and community engagement in every school in Uruguay was at the highest level. 

Throughout the schools I was astonished at how much science I saw. At Alfredo Nobel the science focus started in 2nd grade where students were engaging with the local nature and after reading a story they decided to focus on the frogs in the community. They sent surveys to parents about what they thought of frogs and then students made frogs from different materials as an art project to encourage families to like frogs more. The science and local phenomena is engrained in the teaching and at Alfred Nobel science is the backbone of their learning. They read through science, do math through science, do art through science, it was truly incredible to see. In the fourth and fifth grade classrooms there were large posters on the wall showing their science experiments in formats that in the US you typically only see at the high school/college level. Fourth, fifth and sixth grade students create their own driving testable questions and spend weeks testing and collecting data to answer the question. 

At Los Pinos, once again science was the basis of their learning. Students would work through the scientific process and create different artifacts in the end like board games, models, comic strips, etc. At the rural middle school in San Antonio, many of the artifacts that they were presenting to us had a heavy focus in science. Students created different projects for World Oceans Day and Environmental Awareness Day that included written reports, models, and art made from recycled materials. They had projects about the local flora and fauna of Uruguay that they had been working on for months along with written reports about them. From everything I have seen, math, reading and writing are integrated into science. Many of the schools are small so it is easier to interconnect all of the disciplines. Students still have different classes but because of their school structure they commonly have time for projects and they are typically STEM or art based. 

Students have a strong sense of belonging in their schools for a multitude of reasons, mostly because there is a sense of pride in the work they do, they spend weeks/months on projects that are proudly displayed in the schools. Students' models are hanging in classrooms, science reports are printed on large paper and hanging on display. There is also something tangible they are creating for the school community. At Alfredo Nobel, they are creating a butterfly garden for the school community and working to plant different flowers that attract different butterflies so they can study them. At Rural School No. 30, students have spent two years working to create a sustainable greenhouse to grow food for the school community. They are working as a school to create things for their communities, which overall increases students' sense of belonging. 

Coming to Uruguay, I wanted to understand how science education connects students to the real world and how schools foster a sense of community and belonging. What I found far exceeded my expectations.

In every school I visited, science wasn’t just a subject, it was a foundation. From second graders at Alfredo Nobel exploring local frogs through stories, surveys, and art, to older students designing and executing their own experiments, science was deeply interwoven into every aspect of learning. At schools like Los Pinos and the rural middle school in San Antonio, students used science not only to learn but to create. In Uruguay, I witnessed how learning rooted in local relevance and community engagement can empower students. Their schools don’t just teach, they nurture a deep sense of belonging, purpose, and pride.