Embracing Inquiry-Based Learning in STEAM

Happy New Year!

I hope you’re all getting into that post-holiday rhythm.

(Unless you’re in the Southern Hemisphere and about to head into summer break, then know that the rest of us are jealous.)

Regardless of your school calendar, I hope you’re ready for a more STEAM filled classroom.

Today we’re talking about combining inquiry-based learning and STEAM concepts.

Let’s dive in 🪸

~ Sarah

Imagine this: your classroom buzzes with excitement. Students aren’t passively receiving information; they’re diving deep into real-world problems, driven by their own burning questions, and fuelled by the power of STEAM.

This is the magic of bringing inquiry-based learning into your STEAM curriculum.

Traditional STEAM teaching is boring.

We don’t need to convince you of the benefits of STEAM. However, just bringing some STEAM activities into your class isn’t going to cut it.

Marshmallow towers, Arduino projects, and other hands-on experiences are fantastic, but to truly unlock the potential of STEAM education, we need to delve deeper.

What is Inquiry-based Learning (IBL)?

IBL isn’t simply handing out experiments and hoping for sparks. It’s a shift in the power dynamic, empowering students to take charge of their learning. They formulate questions, design investigations, analyze data, and draw conclusions – all while honing their critical thinking, collaboration, and problem-solving skills.

Picture a middle school science class investigating the water quality of a local river. Through IBL, they’re not just memorizing facts about PH levels; they’re collecting samples, testing water parameters, and even proposing action plans to address pollution concerns. This engagement leads to a deeper understanding and real-world impact.

Starting with IBL can feel daunting. Concerns about pacing, curriculum alignment, and assessment are valid. Yet, the more we can put our students in the driver’s seat, the more they can take ownership of their learning journey.

The good news is that there is a scaffolded approach.