PART 1 – WHY THINKING UNCONVENTIONALLY IS IMPORTANT
If recent events have taught us anything, it is that we are living in a volatile and uncertain time. Things are rapidly changing, and our modern work environment has to adapt accordingly. To achieve seamless adaption, we require more creative thinking and innovation than in the past.
As technology advances rapidly and new problems arise from our evolving lifestyles, the ability to think creatively, imagine new possibilities, and question conventional thinking has become increasingly vital in the current work environment. Many of the fastest-growing jobs and emerging industries now seek candidates with creativity, as well as critical thinking and problem-solving skills to meet this need.
However, the current approach to education may be insufficient in bridging the gap between the skills that are taught to students and those needed to excel in today’s industries. This is because rote learning remains prevalent in the conventional education approaches utilised by most public schools in Singapore. While rote memorisation may help with standardised testing in school, it is irrelevant in today’s workforce since anyone can simply google the information within seconds.
So how can educators better prepare their students to face the future and excel in it? One way is to transform the way students learn. Educators need to work on building soft skills like critical thinking, communication, and the ability to invent and innovate. Does that sound complicated? Well, far from it. Read on to learn how Science, Technology, Engineering, and Mathematics (STEM) education and, by extension, STEM classes can develop and nurture problem-solving and creative thinking skills in students.
PART 2 – HOW EDUCATORS CAN BETTER PREPARE STUDENTS TO BE FUTURE-READY
Children are naturally inquisitive. They are eager to learn through every experience and social interaction they have. So why do some of them lose their passion for learning and demonstrate disinterest in school as they progress? While it is impossible to pinpoint a specific reason that contributes to this, many analysts have cited that one possible cause has been the formulaic approach to teaching that does not value failing forward, trial and error, and learning through discovery.
Many educators are aware of this fact and are looking at ways to change their students’ learning experience. By rekindling a love for learning, the hope is that students will take a proactive approach to their studies. To that end, many have considered applying a STEM approach in their curriculum.
What is STEM education?
STEM education is a teaching approach that integrates the learning of science, technology, engineering, and mathematics. These four subjects are widely regarded as the core of top-level education and are fundamental to interacting with the world around us. STEM promotes the learning of skills that students need to succeed today, regardless of their career goals and aspirations.
Many institutions offering STEM programmes in Singapore recognise this fact. They promote discussions and problem-solving amongst students and teachers during these STEM courses. Students also get to participate in hands-on learning, which aids in the retention of knowledge and skills taught in the classroom. This is in stark contrast to rote learning through lectures, which often incites boredom in students.
Furthermore, STEM education aims to develop students’ innate sense of curiosity and logical thinking, thereby motivating them to take an interest and seek further knowledge beyond the classroom. The skill sets students develop in the programme help prepare them for a future where they need to think critically to solve problems and collaborate with others to create solutions – all of which are essential to the 21st-century workforce.
Evolving the STEM approach with STEMIE
Despite the various benefits that STEM education brings to the table, there remain several limitations to the programme. At IDE Academy, we recognise this and seek to enhance this approach through our STEMIE programme. STEMIE stands for STEM plus Invention and Entrepreneurship. Unlike regular STEM courses, STEMIE puts a great focus on invention and entrepreneurship.
So, how does the STEMIE approach enhance STEM education? In our STEMIE classes, our students are introduced to a systematic invention process that follows a 7-step framework. This process builds on the fundamental knowledge and skills taught in a STEM programme and empowers students to identify and solve real-world problems. How does it work? Read on as we break down the framework in detail below.
Step #1: Identify a problem
We encourage our young inventors to put on their critical lens and identify problems that they, or people around them, face in their daily lives. This is a fundamental step of the process because it trains students to think critically and take on a proactive attitude to problems that surface in the world around them. When students find an issue that they care about and are eager to solve, they go on to the next step.
Step #2: Understand the problem
To develop a solution, inventors must first understand the problem. This involves conducting research to find out more about the issue — who it affects, how the people involved are affected, and when the problem affects them. This crucial step encourages students to practice the value of empathy. In fact, as part of the research process in our STEMIE classes, students might speak to those who encounter the problems they are working on to have a better understanding of how to resolve the issue.
As students conduct research, they might find that a solution to their problem already exists. If so, our students evaluate it to see if there can be ways to innovate and improve upon it. If the existing solution works to solve the problem, our facilitators encourage students to look for another problem to solve. Conversely, if a solution does not exist, inventors move on to the next step!
Step #3: Ideate
This phase is often touted as a favourite amongst our students in the invention process. With invention incorporated into the STEM programme, our students unleash their creativity and brainstorm possible inventions to solve the problems they have identified.
We believe that solutions come in various forms and always acknowledge our students’ ideas — even the seemingly crazy ones. Towards the end of this step, students receive guidance in assessing their multiple ideas and solutions before picking a few to develop.
Step #4: Design a solution
For a solution to be successfully implemented, inventors must come up with a strategy. As such, we encourage our inventors to start conceptualising their solutions in physical form. By this, we mean that inventors start to draw and create design sketches of their possible solutions, listing the materials and processes required for their invention. By coming up with a design, students are better able to decide if their ideas are feasible.
This step is not only vital in the invention process, but in a practical sense as well. Children who experience this get to exercise planning and organisational skills from a young age. They also learn to be resourceful, using and reusing the materials and expertise that are available to them.
Step #5: Build a prototype
Once our students have developed a blueprint and determined that their idea is feasible, it is time to turn it into a reality. This involves constructing a prototype – a sample version of what inventors envision their creation to be.
Step #6: Conduct testing
Before any solution gets implemented, inventors must go through a vigorous process of testing to ensure that the solution works. Ideally, we want our inventions to succeed on our first try. Unfortunately, things do not always turn out that way. Sometimes, our students’ prototypes fail, and they need to retrace their steps to figure out what went wrong and how they can reconfigure their inventions.
While it can be disheartening to confront failure and start from scratch, failure — as we often say — is the mother of success. Many students repeat the design-build-test phase several times before reaching an effective solution. Our students learn that there is always room for improvement and understand that failure is a learning opportunity. Failure also builds perseverance and resilience, which are valuable in empowering students to thrive in the real world.
Step #7: Communicate
Communication is the final and, perhaps, most essential aspect of our STEMIE 7-step framework. Our students are encouraged to document their thoughts, ideas, and developments — including their successes and failures — at every stage of the invention process.
All students conclude their invention process by delivering a pitch of their invention. They learn how to market their solutions to an audience and may even get the opportunity to pitch their ideas to potential investors.
Students who undergo our programme will get to participate in the annual Invention Convention Singapore, a platform that sees young inventors from Singapore and around the region showcase their inventions.
PART 3 – WHY INVENTION EDUCATION AND STEMIE FOR STUDENTS?
3.1. Benefits of invention education and our STEMIE Programme
We hope our in-depth look at the STEMIE framework has provided you with a better understanding of why educators should consider this teaching approach. By combining STEM education with invention education — a pedagogical approach that integrates the process of invention into teaching and learning — teachers can transform the classroom into a place where students can research, explore, and apply what they have learned to real-world issues.
STEMIE creates an immersive environment that challenges students to think outside the box to tackle problems that affect the world and the people that live in it. In this unique setting, they are provided with the ideal conditions to make their own discoveries and connections. Such a learning environment also cultivates an innate sense of curiosity and logical thinking in students, which inspires them to seek knowledge beyond pure academics. That’s not all! Let’s explore more benefits this learning approach brings to students.
Benefit #1: Accommodates different learning styles
Every student has a unique and individual way of learning — whether it is pace, interests, or in the way they interact with things. This is succinctly summed up by the VARK model, which represents the Visual, Aural, Read/Write, and Kinesthetics sensory modalities that are used for learning information. However, conventional learning environments with a more traditional text-based focus approach rarely cater to this wide spectrum of learning needs.
Our STEM programme emphasises invention and entrepreneurship, making innovation the core of self-directed learning and discovery. One way our classes achieve this is by introducing projects in class.
With the 7-step framework serving as its basis, students will utilise all their modalities during their lessons. Additionally, group collaborations comprise a significant portion of our STEM classes for kids. These discussions not only allow for various approaches to learning but also encourage those with diverse backgrounds and experiences to learn from each other, fostering a more inclusive educational environment.
Benefit #2: Promotes deeper student engagement in classes
Studies have shown that students are more engaged with learning when they have greater agency and control. Unfortunately, it is challenging to replicate this effect with curriculum-based learning where the study materials are pre-determined beforehand. This is where invention education comes into play! At IDE Academy, we understand that it is not nearly enough to regurgitate information. That is why we seek to incorporate the invention process in our STEM classes in Singapore.
Invention education is a student-centric learning approach, giving students agency in problem identification. This means students take the lead in their learning. They get to determine what problems they want to work on — problems that they care about! Once students realise that they can play a part in their learning and observe the positive impact they can make in the world around them, they become even more engaged in their learning.
Additionally, when students actively participate in class, they grasp concepts quicker and retain information for longer. This can be done through activities that promote movement, group sharing, and discussion — activities that activate multiple areas of their brain. The more regions they access, the better they are at retaining information.
This is where hands-on learning comes into the picture. Our STEMIE 7-step framework promises deep engagement in our students’ learning from start to finish. From taking a walk around the neighbourhood, paying close attention to problems that may surface, to building a prototype of their solutions by putting together recyclables — each step of the invention process deeply involves students’ active participation.
Ultimately, students take what they have learned and invent something concrete. Their invention becomes a tangible embodiment of what they have learned.
Benefit #3: Encourages students to learn from their mistakes
Failure is not the opposite of success but a part of it (Arianna Huffington, n.d.). Invention-focused classes create an environment where students are not penalised for their mistakes; they are, instead, encouraged to fail, try again, and learn from their errors. This trial-by-error approach to learning helps them better understand that mistakes and failures contribute to the learning and growing process.
Possessing the grit to persevere and embrace learning from failure is also essential in cultivating a growth mindset, which promotes the idea that one’s intelligence is not fixed, and students can achieve more by putting in the effort. People with this mentality frequently seek opportunities to learn, enhance their existing skills, and gain new knowledge, which is undoubtedly a beneficial outlook for any student to possess.
3.2. What soft skills can students develop through the STEMIE approach?
In addition to the various benefits that our innovation and STEM courses bring to their learning, we foster critical soft skills that enable students to meet the ever-changing and increasingly complex demands when they enter the workforce. Read on to learn what these skills are.
1. Critical thinking and problem-solving skills
Critical thinking and problem-solving are skills that we use daily to assess issues and solve them effectively. They help us to think on our feet and find solutions to issues we face. These skills are vital and should be fostered from a young age.
During our hands-on learning activities, students work in groups to identify real-world problems and develop solutions to remedy them. They participate in brainstorming sessions and work together, incorporating different ideas to solve the problems around them. When students apply what they learn to real-world scenarios, they strengthen their knowledge of the concepts taught in class.
Furthermore, learning to work well in a team stands students in good stead when they progress to the working world, especially since group collaborations are at the core of many professional settings.
2. Resilience
Having the resilience to bounce back from failures and seek new solutions to a problem are critical skills that every student needs in life. An excellent way students can build their resilience is through experimentation, which is a core aspect of invention in STEM education.
Students are encouraged to experiment and learn what works and what does not in a practical way in our classes. Through these experiments, they may encounter failure. But rather than let these missteps dishearten them, we embolden our students to embrace mistakes and treat them as learning opportunities. Our students are mentally and emotionally prepared to manage failure and persevere in the face of challenges.
3. Self-confidence
Confidence is built over time, as we accomplish different tasks and experience successes. Self-confidence is the ability to trust in the skills and abilities we possess, this is critical in the working world where students will need to learn to take risks and deal with criticism.
With the introduction of innovation and invention in STEM courses, we allow children the space to fail and learn from it. However, we do not overlook our students’ accomplishments and successes. We celebrate with our students when they feel a sense of accomplishment and gain confidence in our invention-based STEM classes for kids.
4. Communication
Communication forms the basis of any exchange of ideas, making it one of the most valuable skills of the 21st century. You can have a brilliant idea, but if you cannot communicate it well, nobody will understand or support you. Therefore, communication is an integral part of our STEMIE 7-step framework.
Our invention- and innovation-based STEM courses provide students with plenty of opportunities to collaborate and discuss their ideas. Through these brainstorming sessions, they learn to articulate their ideas in a way that is understandable to others. We also acknowledge that communication is equally crucial in written form. Therefore, we encourage our students to document their thoughts and ideas at every step of the invention process.
5. Creativity
The ability to think innovatively and develop new ideas to solve real-world issues is a valuable soft skill in any workplace. This inventiveness is essential in driving changes and making a positive impact on the world.
This is another crucial skill we develop through the introduction of invention and innovation in our STEM courses. At the heart of invention is the practice of exploring and developing new solutions to combat problems big and small.
Our classes teach students different brainstorming and ideation tools that experts around the world use. Students often use these tools in other aspects of their learning — in school, at play, and even in their daily routines!
PART 4 – IMPLEMENTING INVENTION EDUCATION IN THE CLASSROOM
Most of the research focused on invention and STEM education primarily espouses the benefits these curricula have on students. However, this approach can be transformative for educators as well. Not only can an innovative curriculum encourage teachers to be more creative in their teaching practices; in such a learning environment, teachers must also collaborate and share their knowledge to enhance the classroom experience — just like how students collaborate to complete their projects. This change strengthens relationships between teachers, and even between teachers and their students. The involvement of students will ensure deeper engagement in class, reducing the need for additional behavioural management (a big plus for teachers)!
Many educators who have attended our professional development courses often ask, “When is it a good time to start invention education?”. And our answer is always the same — Now!
Some educators are hesitant to make a shift in the teaching approach for fear of disrupting their students’ learning process. While a switch in approach may appear challenging initially, there are ways to ease the transition. Read on for some tips to get started.
Start at the beginning
Every invention process begins with identifying a problem. An excellent way to encourage innovation in the classroom is by motivating students to identify issues that they wish to solve. This immediately puts students at the centre of their learning and promotes intrinsic motivation.
To kickstart the process, educators can provide a specific topic or challenge for students to think about. For example, if you are teaching chemistry, you can ask your students to consider how they can tackle hot-button issues like climate change. Can inventors develop new materials that produce less pollution? Is there a way to tap into CO2 as an energy source instead of treating it as a waste product? These discussions can get the creative juices flowing and spark innovative ideas in the classroom.
Use what you have
Innovation is not about inventing something new but about improving upon existing inventions. We often encourage students in our invention-based STEM courses to start by looking for solutions around them.
Whether it is a piece of stationery or the whiteboard, conducting research on existing inventions is another way you can introduce invention to students. By observing an object and analysing how it is effective or can be improved upon, students get into the mindset of inventors and learn more about the invention process.
Analysing a problem or an existing invention is only the first step in fostering an innovative classroom! The next step is to direct students to develop a solution to the issues they have identified. But how do you guide students through this process in the classroom? This is where the design thinking process might be useful. Let us help by sharing the three fundamental principles in a regular design thinking programme for children.
Principle #1: Build empathy
Empathy is a crucial aspect of the invention process. Building a culture that promotes empathy is foundational. Students participating in our courses are always encouraged to put themselves in the shoes of others. This is achieved by exposing students to current affairs, an excellent platform for discussions about the issues that others may face. Another way is simply to have children speak to their family or neighbours about challenges that they face daily.
We believe that inventors must be able to take on another perspective and design solutions from the viewpoint of others to develop a good product.
Principle #2: Encourage iteration
In design thinking for children, students learn to iterate by examining their inventions and exploring ways to improve their designs. Sometimes, this means repeating the process until they get it right.
Some students may stop working on their invention if they believe it is functional. This is where a teacher’s guidance is vital. Our facilitators always provide students with opportunities to develop various designs and make comparisons between the different versions. Creating a space that encourages iterations enables students to recognise that they can continually develop, grow, and achieve.
Principle #3: Enhance creativity
It is natural to hit a roadblock during the invention process. Getting around the obstacle requires one to think outside the box and develop unique ideas. Therefore, creativity is essential in every part of the invention process, not just the ideation phase.
Fortunately, kids are naturally creative. It is up to us to nurture this soft skill by providing them with a platform to express their creativity. It may be as easy as going to class with a box of recyclables and having students create something new. In our classes, we acknowledge all ideas — even the seemingly outlandish ones. Why? We want students to know that good ideas come at any time, from anywhere; sometimes a good idea might not seem like one until we work on it!
PART 5 – CONCLUSION
Future careers will undoubtedly require skill sets that differ from what is expected today. In fact, we are beginning to see this evolution happen in the modern work environment. The skills students develop through the introduction of invention in STEM education — creativity, communication, critical thinking, and problem-solving — will empower them to meet the challenges of the future.
At IDE Academy, our invention education courses and STEM programmes can reinforce and enhance these skills in students, enabling them to cultivate an entrepreneurial mindset for a future yet to be invented. Educators can be assured that STEMIE is designed to integrate into existing teaching approaches and curricula. If you would like to adopt our invention-based curriculum, do not hesitate to contact us today to learn how we can equip educators to cultivate an innovative classroom.
