Teaching complex, abstract STEM concepts

Abstract:

If researchers want to shift public perceptions about complex, abstract concepts – such as impacts of climate change on polar ecosystems – we need to step out of the Ivory Tower to educate our entire community, starting with young children. Many kids form negative opinions about Science, Technology, Engineering & Mathematics (STEM) fields by the time they are 7-years-old; after this age, educators must combat previously ingrained attitudes towards STEM to teach new ideas. However, it is common belief that children are not developmentally mature enough to understand complex, abstract concepts until reaching adolescence at 10-years-old. This mismatch in educational development seems unfortunate but is not insurmountable using the right engagement techniques to facilitate a child’s exploration of the natural world. Promoting development of cognitive and emotional intelligence at an early age combats poor polar literacy and mistrust of scientists, and opens the door for informed, public conversation on highly-politicized issues like global climate change. Combatting previously ingrained mistrust of STEM concepts is harder in older school children and adults, but by patiently "meeting people where they are," even self-professed, die-hard "climate skeptics" can develop the baseline knowledge required to make their own scientifically sound judgements on abstract, complex concepts.

This presentation highlights experiences from an academic researcher's perspective of teaching complex and abstract polar concepts to elementary school children as well as the general public in Fairbanks, Alaska. I reflect upon methodology and major lessons learned to make suggestions for other scientists interested in communicating broader impacts of their research with children. I will also introduce plans to create exploration-based STEM educational programs for youth (as well as adults) in a community witnessing shifts in environmental baselines to increase scientific literacy, passion for citizen science, and comprehension of abstract, complex topics like global climate change. As well, I will discuss the significance of listening to, respecting, and including Indigenous voices and other diverse perspectives beyond those traditionally given space in historical texts (including mine as a queer, disabled scientist).