Background

Rationale for Teaching STEAM

Teaching STEAM (Science, Technology, Engineering, Art and Mathematics) in schools is driven by several key rationales that recognize the importance of these subjects in preparing students for the challenges of the modern world. Here are some key reasons:

• Foundation for Future Learning: STEAM subjects provide a strong foundation for various disciplines and are essential for understanding the world around us. Early exposure to these subjects helps build a solid knowledge base that can be expanded upon in later years. The 'A' stands for art, but the the focus in STEAM is more to do with creative design than fine art.

• Problem-Solving Skills: STEAM education fosters critical thinking and problem-solving skills. Students learn to analyze problems, break them down into manageable parts, and develop solutions. These skills are valuable not only in STEAM-related fields but also in many other aspects of life.

• Innovation and Creativity: STEAM education encourages creativity and innovation. By engaging in hands-on, inquiry-based learning, students are better equipped to think creatively and apply their knowledge to real-world situations.

• Preparation for the Workforce: In the 21st century, many jobs require a strong foundation in STEAM subjects. Teaching these skills early on prepares students for future careers in fields such as technology, engineering, healthcare, and more. It helps them become competitive in the global job market.

• Technological Literacy: In an increasingly technology-driven world, it is crucial for students to be technologically literate. STEM education helps students understand and navigate the technologies that are an integral part of daily life.

• Global Competitiveness: Nations recognize the importance of a strong STEAM education system in maintaining global competitiveness. Countries with a well-educated STEAM workforce are better positioned to lead in scientific and technological advancements.

• Addressing Societal Challenges: Many of the global challenges we face, such as climate change, healthcare issues, and sustainable development, require solutions rooted in STEAM. Teaching STEM in primary schools instils a sense of responsibility and awareness of these challenges.

• Cross-Disciplinary Connections: STEAM education emphasises the disconnectedness of the four disciplines, encouraging a holistic approach to problem-solving. This helps students see the relationships between different subjects and understand their relevance in various contexts.

• Early Exposure to Career Options: Introducing STEAM concepts early on exposes students to a wide range of potential career paths. This exposure can help them make informed decisions about their academic and career choices as they progress through their education.

Overall, the rationale for teaching STEAM in primary schools is centred on preparing students with the skills, knowledge, and mindset needed for success in a rapidly changing world, fostering a love for learning, and nurturing the next generation of innovators and problem solvers.

Workshop Resources:

Whenever code is to be written for a micro:bit, a computer running the online MakeCode IDE or the MakeCode download is required and it must be possible to connect a download cable between the computer and the micro:bit. Each micro:bit must also have a battery pack with x2 AAA batteries so that the micro:bit can run when disconnected from the computer.

The workshop will be led by a trained educator or coach with the use of supporting printed worksheets and hints. The worksheets will need to be printed in advance.

When components are wired, they must be wired as follows:

LEDs wired with red and black wires of 15 cm length. The red wire must be connected to the positive 'leg' of the LED with a 100-200 Ohm resistor between the wire and the LED.

Buzzers should be wired with multistrand wires of 15 cm length. A red wire must be connected to the positive side of the buzzer and a black wire to the negative side.

Push switch does not have polarity so can be wired with blue and yellow multistrand wire.

The LDR is connected to three wires. The green wire is joined to one 'leg' of the LDR with a 250 Ohm resistor between the wire and the 'leg' of the LDR. The yellow wire is joined directly to the same 'leg' of the LDR. The third, white, wire is joined directly to the other 'leg' of the LDR. This configuration is known as a voltage divider circuit. The voltage divider converts the sensor’s change in resistance into a change in voltage.

Once joined the bare wires need to be insulated with some tape as shown below.

Magic Trick

x2 microbits 

Physical Computing

A red LED (wired)

x2 micro:pegs or crocodile to crocodile leads.

Traffic Lights

A micro:bit

Red, yellow and green LEDs (wired)

x4 micro:pegs

15 cm blue and yellow multistrand wires

Push switch (wired)

Burglar Alarm

Aluminium cooking foil

Cardboard & scissors

Buzzer (wired)

Glue

Sticky tape

Paper clips and paper fasteners

x4 micro:pegs

Automatic Light

Red LED (wired)

LDR

x4 micro:pegs

Buggy Control

x2 micro:bits

United Siyafunda buggy (no sensors needed)