It’s that time of year. Parents will be posting pictures in social media of their kids on the way back to school. Here in Georgia, many K-12 school systems start this week. I am a Professor at the University of Georgia and an atmospheric scientist. Prior to academia, I spent 12 years at NASA working on weather-climate satellite missions and related scientific research. I am also the parent of a first-year college student and a 10th grader. From these various perspectives, I offer 4 tips to parents and students that would improve Science, Technology, Engineering, and Math (STEM) experiences at the K-12 level. Here they are.

The first tip is engagement. My son attended orientation and teacher meetings at Dacula High School last week. The enthusiasm projected by his new Chemistry teacher was palpable. Heck, I wanted to take the class. She enthusiastically talked about using hands-on and interactive activities in the class. I glanced at my son who was nodding in approval. A Forbes colleague wrote an article entitled, “How America’s Big Science Literacy Mistake Is Coming Back To Haunt Us.” Using the backdrop of the COVID-19, he highlighted low science literacy in the U.S., overall lack of understanding of scientific processes, and the misguided “I’ll do my own research” narratives. He went on to ask, “So, then how do we create a scientific literate society?” One way is to make science fun. Engagement takes STEM off the lecture board or out of the textbook. When I was “bitten by the weather bug” in sixth grade, I did not just read about barometric pressure. I made my own barometer and took daily measurements. Parents should ensure that kids are learning STEM topics in immersive and application-focused ways. When I teach about urban heat islands at the University of Georgia this Fall, I take the students around campus with a Forward-Looking Infrared (FLIR) Camera.

Parents or guardians must also amplify STEM beyond the classroom (tip #2). Learning does not stop or start at the schoolhouse doorways. If your child is learning about the water cycle, take them outside and identify examples of condensation, evaporation, or runoff. I am a science geek (and proud of it) so am always willing to engage with my kids’ STEM projects. My daughter, an incoming 1st year student at the University of Georgia, reached the finals of the state science fair as an 8th grader with a project about the physics of a volleyball serve. She was a celebrated volleyball player in the state of Georgia so the topic was relatable. Her experimental design for hypothesis testing was sound, but it was also fun. By the way, science projects are critical for students, and I am a big fan of them. My career today emerged from my 6th grade science project.

This year, find ways to participate in your child’s projects and expose them to STEM in other settings such as field trips, weekend excursions, and so forth. Unfortunately, there are significant barriers to these opportunities based on socio-economic levels or race so community-based. Targeted organizational efforts and mentorships remain vital for reaching all kids and amplifying STEM exposure in under-represented communities.

The third tip is a caution to monitor how you engage with kids as parents with perspectives on science. Parents can unintentionally hinder kids when they make statements like, “I wasn't a science person,” or “I wasn’t good in math either.” Such statements can pre-condition a child to believe they have an “out” when it comes to effort in STEM classes or activities. Additionally, it is imperative that parents resist the urge to allow ideological perspectives or belief systems to hinder science-technology instruction. Here are couple of basic cautions:

• Yes, science evolves and questions should be asked. No, your Google or You Tube research doesn’t override years of training, scientific expertise, or rigorously peer-reviewed studies.
• There is a quite a bit of information out there on social media or the Internet. It is important to know the differences among vetted science, grey literature, opinion editorials and so forth. One of my previousForbesarticlecan serve as a guide for you.

The final tip is about micro aggressions. As a professional, I have routinely heard statements like, “Wow, you speak so well and are a credit to your race,” or “She doesn’t look like she would be an engineer.” Why does my race need to have me as a credit, and what does an engineer look like anyhow? These are examples of micro aggressions, which are subtle statements or actions that are insulting, counterproductive or hostile even if unintentional. By saying things like this to kids, it can hamper development of a broad and diverse group of kids pursuing STEM. Studies continue to indicate that the jobs of the future will be STEM-focused so we need the kids starting school in the coming weeks to embrace those subjects.

In 2007, about 28 percent of American adult public was considered scientifically literate according to a study out of Michigan State University, and that number doesn’t seem to have changed very much according to a recent Pew analysis. As low as that number seems, it is actually up from 10 percent in the 1980s and early 1990s (Yikes!). According to the National Center for Education Statics website, “In 2018, there were 8 education systems with higher average reading literacy scores for 15-year-olds than the United States, 30 with higher mathematics literacy scores, and 11 with higher science literacy scores.” While my 4 tips are not a “cure all,” I think they offer steps in the right direction for changing these numbers.

Happy School Year!

Source: https://www.forbes.com/sites/marshallshepherd/2022/08/01/4-stem-tips-from-a-scientist-as-k-12-schools-begin/?sh=1a6f184e4f69