ATASC Newsletter
May 2026
President's Message - Michelle Savoie
April 2026 Joint Conference with HPEC
Was a huge success! It was larger than the ATA’s own Summer Conference and we had a great time bringing learning outdoors!
Sunday Science Symposiums
Our first one was on Sunday, April 26 Kick-Off to Coding
Our next one is scheduled for Sunday, May 31 at 7pm will also be hosted by Nate Siler
Here is the link to a Google Form for signing up for Bringing Coding to Life Through Music: https://forms.gle/7KFkqUCTKaxU61m17
Exploring Space and Technology Symposium
Save the date for our one day online low cost symposium
Featuring Dr. Alex Abramovich: Canada-based researcher whose work sits at the intersection of science, health, equity, and social justice - as June is Pride month
Dr. Alex Abramovich is a Canadian public health scientist whose work demonstrates how inclusive science can quite literally save lives. As a queer and trans researcher, Dr. Abramovich brings lived experience into their work, shaping research questions that centre communities often left out of traditional scientific inquiry.
Dr. Abramovich is widely recognized for their research on HIV prevention, 2SLGBTQ+ health, and youth homelessness, particularly among marginalized populations. Their work highlights how social factors—such as housing insecurity, stigma, and access to affirming healthcare—directly influence health outcomes. By combining rigorous scientific methods with a deep understanding of equity and social justice, Dr. Abramovich’s research helps inform evidence-based policy and community-level interventions across Canada.
What makes Dr. Abramovich’s contributions especially powerful is their ability to bridge science, public policy, and lived realities. Their research challenges the idea that science exists in isolation from society. Instead, it shows students and educators that strong science is often rooted in asking better questions—questions that emerge when diverse voices are included in research spaces.
For students, Dr. Abramovich’s career offers an important message: who you are can shape what you discover. Representation in science matters not only for visibility, but because it leads to more relevant, ethical, and impactful research. When scientists reflect the diversity of the populations they serve, the resulting knowledge is richer and more responsive to real-world needs.
Dr. Abramovich’s work aligns closely with educational goals across Alberta that emphasize critical thinking, social responsibility, and the relationship between science, technology, and society. Their career provides a compelling example of how scientific inquiry can be a tool for equity, advocacy, and meaningful change.
By spotlighting scientists like Dr. Alex Abramovich, we remind students that science is not just about data and experiments—it is about people, communities, and the possibility of creating a healthier, more just world through discovery.
Dr Ian Doktor
I have been a Science and Math teacher for over twenty years, working in a diverse range of educational settings. After graduating from the University of Alberta in 2002, I began my career in Red Deer before pursuing opportunities abroad. I taught high school math in Monterrey, Mexico, spent a year teaching English in a suburb of Tokyo, and then moved to Hong Kong, where I taught AP Physics and AP Calculus.
Although I was tempted to remain overseas, I ultimately returned to Canada, teaching in Vancouver for three years at St. Patrick’s Secondary School before moving back to Edmonton in 2012. After a year with ADLC, I joined Jasper Place High School, where I teach Astronomy, Physics, and Science, and serve as Science Department Head.
Alongside my teaching, I completed a Master of Education in Technology Integration at UBC (2010) and a Doctorate in Education at the University of Alberta (2025), focusing on how teachers connect curricular science to real-world issues. I have contributed to the theory and practice of education by serving as the president of the ATA Science Council and through publications including the AAVSO Variable Star Observing Manual and the Journal of the Royal Astronomical Society, as well as presenting at international conference in Australia and the United States, in addition to my doctoral research which I shared in Ontario and at NCTCA. I also actively support student research, guiding students toward peer-reviewed publications, presentations, and workshops.
My current work includes research on student participation in extracurricular science, writing for The Physics Teacher, and contributing to the Royal Astronomical Society as an executive member. Within my school division, I am also helping to organize a STEM Olympics.
Over the course of my career, I have had the privilege of learning from and working alongside exceptional educators and scientists. Their influence continues to shape my practice, and I remain grateful for the opportunities teaching has provided and for the chance to share that learning with others.
Are you looking for ways to bridge the gap between classical mechanics and the frontiers of modern physics? The Perimeter Institute (PI) offers a suite of award-winning, free classroom resources specifically mapped to the Alberta Physics 20/30 and Science 30 programs of study.
There are many lab activities to introduce or reinforce important concepts such as “Investigating Planck's Constant with LEDs”. If your classroom posters are stuck in the 1970’s, check out the downloadable poster page. Whether you are tackling Unit D (Atomic Physics) in Physics 30 or looking for STS (Science, Technology, and Society) connections in Science 30, PI resources provide the pedagogical tools to make abstract concepts concrete.
Inquiry in Action: Inquiry-Based Learning in Multigrade Classrooms. How Multigrade Science Learning Comes Alive Through Inquiry-Based Learning Exploring Water Quality Through Kolb’s Learning Cycle In The Province Of Alberta’s K–8 Science Curriculum. Perspectives of a rural multigrade teacher in Alberta
Paul Barsketis, OCT, M.Ed.
Elementary Director
In small-school settings across Alberta, science instruction often looks different
than in traditional single-grade classrooms. In multigrade classrooms found in rural
and Hutterite colony schools’ inquiry-based learning is particularly valuable. One
of the most effective approaches I have used is an inquiry-based learning model
called Kolb's learning cycle. Kolb’s Experiential Learning Cycle (1984) provides
an adaptable, clear, and scalable framework for structured inquiry instruction in
single grade, multi-grade, urban and rural school classrooms. Research evidenced,
K-8 inquiry-based learning is a cornerstone of effective science instruction
(National Research Council, 2000). Therefore, Kolb’s inquiry-based learning cycle
offers a practical way to guide students through real-world scientific exploration.
Kolb’s Experiential Learning Cycle is made up of concrete experience, reflective
observation, abstract conceptualization, and active experimentation. In multigrade
classrooms, this cyclical model enables all students to take part in the same
learning experience while accessing content at varying levels of complexity. As a
multigrade teacher responsible for nine Program of studies in all subjects at all
grade levels, adaptability, coordination, flexibility, and planning is essential.
Therefore, Kolb’s Learning Cycle fig. 1, becomes a valuable teaching strategy that
allows me to scale instruction. This is especially useful when designing capstone
activities that meet cross-curricular and multi-grade level outcomes.
Figure 1. Kolb, D.A. (1984)
While there are other inquiry models such as the 5E/7E Instructional, and The
Focus on Inquiry Model (Alberta Learning, 2004; Bybee, 2014). Kolb’s
Experiential Learning Cycle (1984) is a foundational approach for structured
inquiry. This foundational approach highlights inquiry-based learning as a
continuous and reflective process. Inquiry based learning emphasizes
collaboration, curiosity, exploration, and the active construction of knowledge. In
relationship, Alberta’s K–8 science curriculum, students are expected to investigate
real-world phenomena, ask questions, and apply scientific processes to deepen
their understanding (Alberta Education, 2023). For example, a water quality
investigation I used in my classroom has proven to be an effective entry point.
Water quality research allowed me to scale my instruction within a multi-grade
setting.
Learning Science Outside the Classroom: Water as a Living Laboratory
Water Quality Exploration in a Multigrade Classroom
Our classroom inquiry project began at a nearby slough where students collected
water samples using simple materials such as jars, nets, and field notebooks. This
single experience became the foundation for a cross-curricular unit of learning
across Grades K–8. My K-3 students focused on sensory observation: What does
the water look like? Is it clear or cloudy? What do we notice around the water? My
grades 4-6 students began identifying variables such as sediment, plant life, and
sources of contamination. They recorded observations and compared differences
between collection sites. My grade 7-8 students moved into more complex
investigation. They designed comparative water quality tests between locations,
examined environmental impacts, and began forming explanations based on
evidence. In doing so, students were engaged in early scientific reasoning applying
their skills in real world contexts.
In a multigrade setting, this shared inquiry allowed for differentiation and peer
learning. Older students supported younger learners by modeling observation
skills, recording data, and guided questioning. In this setting, a teacher can
structure flexible groupings where students revisit the same environment with
increasing complexity. This collaborative, hands-on, real-world approach reflected
Alberta Education Science KUSPs (Knowledge, Understanding, Skills, and
Procedures) while fostering cross-grade connections with meaningful engagement
activities. Back in the classroom, students engaged in reflective observation
through guided discussion and journaling. Mixed-age groupings allowed for peer-
to-peer learning, as older students modeled scientific language and reasoning,
younger students contributed descriptive insights. As a teacher, I facilitated using
Bloom’s taxonomy open-ended prompts such as: What did you notice about the
water? Why do you think it looks this way? This stage is essential in inquiry-based
learning, as it encourages students to articulate ideas, question assumptions, and
build meaning collaboratively (Nesbit & Qing, 2014). During the abstract
conceptualization phase, I introduced scientific concepts connected to water
quality, such as pollution, filtration, and the needs of living organisms within an
ecosystem.
Finally, students moved into active experimentation, applying their learning
through direct investigation. Differentiation was embedded: younger students
analyzed their observations (clean vs. dirty water), while older students explored
cause-and-effect relationships, designed water quality tests, recorded results, and
evaluated effectiveness. For example, my students designed homemade filtration
systems using sand, gravel, and cloth to filter and re-test their collected water
samples. This stage reinforced scientific thinking and problem-solving. Scientific
thinking and problem-solving are key competencies in Alberta’s science program
(Alberta Education, 2023).
Why Inquiry-Based Learning Works in Multigrade Settings
Water quality inquiry was particularly effective in my multigrade classroom. The
inquiry was scalable and relevant to my local context. All students investigated the
same phenomenon while learning expectations were differentiated according to
grade level outcomes and KUSPs. This shared inquiry promoted collaboration,
community, and maximized critical instructional time within a multigrade
environment. Additionally, the cyclical nature of Kolb’s inquiry model allowed me
to revisit and deepen understanding over time, supporting the spiral progression of
scientific concepts. Research suggests that inquiry-based approaches mirror
authentic scientific practice that leads to deeper, more meaningful learning
experiences (Nesbit & Qing, 2014).
Cross-Curricular Connections
Inquiry-based science in a multigrade classroom supports cross-curricular
outcomes by situating learning in authentic and shared experiences. In social
studies, students connect water quality to local land use, community decision-
making, and stewardship, including perspectives from First Nations, Métis, and
Inuit communities. In mathematics, inquiry generated real data for measurement,
comparison, and representation. Students counted, graphed, and analyzed variables
such as water clarity or filtration effectiveness. Language arts concepts were
embedded through oral discussion, reflective journaling, and explanatory writing,
as students described observations, justified conclusions, and built vocabulary
across grade levels. These integrations were not add-ons but were integrated into
the inquiry process itself, reinforcing cross-curricular understanding (Drake &
Reid, 2018).
Additionally, inquiry-based science supported wellness and physical education by
engaging students in outdoor, land-based learning that promoted physical activity,
teamwork, and a sense of environmental responsibility. Activities such as
collecting samples or exploring local water sources required movement,
coordination, and collaborative problem-solving, while also fostering mental well-
being through connection to nature. Across all subject areas, inquiry encouraged
communication, critical thinking, and reflection. Communication, critical thinking,
and reflection are key competencies that align with Alberta Education educational
goals (Alberta Education, 2023).
Learning Through Multiple Perspectives: Synthesizing Multiple Perspective
Viewpoints
Integrating a multiple perspective lens using DeKolb’s Learning Cycle, enriched
water quality inquiry by emphasizing relationships with land, water, and
community. In Alberta, this aligned with the inclusion of diverse water
management perspectives, including those of First Nations, Métis, and Inuit
peoples. As the inquiry deepened, students were introduced to multiple
perspectives on water. Rather than viewing water solely as a scientific
investigation, students began to understand water as a living system integral to
agriculture, culture, ecology, industry (oil and gas) as well as spiritual contexts.
Students considered water as a shared resource.
In practice, the discussion of multiple knowledge systems about water stewardship
and sustainability invited diverse community perspectives, reflecting on the
importance of water management. DeKolb’s learning inquiry approach helped
expand understanding to include relational and ethical dimensions, helping
students see science as interconnected with stewardship and sustainability. In
multigrade classrooms, this perspective enriched learning by valuing diverse
voices and experiences, further strengthening awareness of Alberta’s water
management practices (Battiste, 2013).
Additional Scalable Inquiry-Based Learning Projects
This same scalable inquiry structure can be applied across the K-8 Alberta science
curriculum. Each project follows Kolb’s inquiry cycle while allowing students to
engage at age-appropriate levels of complexity. Other scalable multi-grade inquiry
projects based on New Learn Alberta curriculum KUSPs I have tried are the
following:
Energy
A K–8 inquiry-based unit on energy aligned with Alberta Education KUSPs was a
“Build and Test an Energy-Efficient Shelter” project, where students investigated
how heat and energy transfer affect comfort and conservation. Younger students
(Grades 1–3) explored basic ideas of warm/cold and identified materials that kept
heat in or out, middle grades (4–6) tested insulation properties using simple
comparisons (e.g., which materials kept warm longest), while older students (7–8)
examined conduction, convection, and energy efficiency to design improved
structures. In mixed-grade teams, students planned, built, and tested small shelter
models using everyday materials, collected and compared results. Testing further
refined their designs, demonstrating KUSPs through developing knowledge of
energy, applying investigative skills, and connecting responsible energy use to real-
life needs in a hands-on, technology-free context.
Matter
A K–8 inquiry-based unit on matter aligned with Alberta Education KUSPs was a
“Design a Better Storage Container” project, where students investigated how the
properties of materials affected their suitability for preserving food or supplies. In
mixed groups, students planned, built, and tested container prototypes using
everyday materials, then revised their container prototypes based on results
(“testing and improving”), demonstrating KUSPs through direct investigation, and
problem solving.
Space and Earth Systems
A K–8 inquiry project was the study of The Medicine Wheel, integrating First
Nations perspectives from local contexts such as our own Majorville Medicine
Wheel found in Treaty 7 territory south of Bassano, Alberta. Students explored the
sun, moon, and seasonal patterns through observation of the sky while learning
how the Medicine Wheel represented cycles of time, direction, and
interconnectedness to Indigenous people’s worldview contexts.
Computer Science
A K–8 inquiry-based unit for Alberta Education computer science was a Blueprint
Design and Building Challenge, where students applied computational thinking by
planning and creating scale drawings for a structure (e.g., a shed, animal shelter,
house or a garden layout) using grid paper and hands-on materials. In mixed
groups, students evaluated and revised their plans by building small models from
classroom materials, finding errors (“debugging”), and improving their designs.
This technology-free inquiry emphasized real-world problem solving, sequencing,
spatial reasoning, and collaboration, directly aligning with Alberta’s computer
science outcomes in algorithms, design, and systems thinking.
Living Systems: Soil and Plant Growth Inquiry
Students investigated how different soil types (sand, clay, loam) affect plant
growth. Younger students saw and described changes, while older students
measured growth, compared variables, and drew conclusions about soil
composition and plant health.
Earth Systems: Weather Observation and Patterns
A K-8 Alberta Earth Systems unit was a “Weather and Seasonal Change Study.”
Students investigated how daily and seasonal weather patterns affected the land,
plants, animals, and human activities in their local environment. In a mixed-age
setting, older students supported younger learners in data collection and
interpretation, while all students contributed to the shared creation of charts,
journals, and discussions. This technology-free inquiry-built understanding of
Earth Systems concepts such as atmosphere, climate, and environmental
interactions.
Each of these inquiries supported a shared, scalable experiential base while
allowing me to achieve multi-grade outcomes. Each inquiry unit prioritized
collaboration, efficiency, and hands-on learning. Each inquiry project applied the
scientific method steps of observing, questioning, hypothesizing, testing, and
concluding. If the experiment did not work quite as planned Kolb’s learning cycle
allowed learning to be iterative rather than linear. In inquiry-based science
classrooms, this connection becomes especially powerful because students
repeatedly cycle through experimentation and reflection rather than treating the
scientific method as a one-time procedure. Each investigation generates new
questions and understanding, leading back into observation and hypothesis-
building. This iterative structure strengthens cross-curricular thinking, as students
communicate findings, represent data mathematically, and connect results to real-
world contexts making the scientific method a living process embedded within
ongoing inquiry rather than a rigid set of steps (Kolb, 2015).
Learning Without Technology
These inquiry-based units were intentionally designed without digital tools. As I
teach on a Hutterite colony, I have had to tailor my instruction to meet the norms of
the learning community. In this technology free learning setting, students learn to
apply skills rather than relying on technology to do the work for them. Removing
assistive and generative technologies from the inquiry process strengthened
students’ observational accuracy, interpersonal collaboration, and practical skill
development. These skills closely aligned with my learning community context
and Alberta Education standards.
Conclusion
In multigrade classrooms, inquiry-based science is not an instructional strategy
added to the curriculum, it becomes the structure of classroom learning. Using
Kolb’s experiential cycle allowed students to move between observation,
reflection, and experimentation while engaging with real-world problems (Kolb,
2015). Water quality inquiry showed how a single shared experience supported
deep, differentiated learning across nine grade levels. It also reinforced a key truth
of science education: understanding does not come from telling students answers,
but from giving them time, space, and opportunity to investigate the world
themselves. By incorporating traditional scientific methods and multiple
perspectives into inquiry-based projects, educators can create learning
environments where students of all ages collaboratively investigate, reflect, and
apply their understanding (Kolb, 2015).
References
Alberta Education. (2023). The Alberta K–12 curriculum: Competencies and
literacy progressions. Government of Alberta Curriculum Resources
Alberta Education. (2023). K–6 science curriculum overview. Government of
Alberta. https://www.alberta.ca/curriculum-science
Alberta Learning. Learning and Teaching Resources Branch. (2004). Focus on
inquiry: A teacher’s guide to implementing inquiry-based learning. Government of
Alberta. PDF document
Bastock, M., Gladstone, B., & Martin, J. (n.d.). Inquiry transforms learning
environments for students. Alberta Teachers’ Association.
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich
Publishing
Susan M. Drake, & Joanne Reid. (2018). Integrated curriculum as an effective way
to teach 21st century capabilities. Asia Pacific Journal of Educational Research,
1(1), 31–50. https://doi.org/10.30777/APJER.2018.1.1.03
Rodger W. Bybee Bybee, R. W. (2014). The BSCS 5E instructional model:
Creating teachable moments. National Science Teaching Association Press
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and development. Prentice Hall.
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning
and development (2nd ed.). Pearson Education
National Research Council. (2000). Inquiry and the national science education
standards: A guide for teaching and learning. National Academies Press.
Nesbit, J., & Qing, L. (2014). Is inquiry-based learning effective? EdCan Network.
Peters, M. A., & Mika, C. (2017). Aboriginal and decolonizing theories of
learning: DeKolb’s learning cycle.
Book of the Month
Dr. Grandin, T (2022) The Outdoor Scientist
Philomel Books
Reviewed by: Andrew Bullen, Paul Rowe Jr./Sr. High
In my experience teaching Division IV, it can sometimes feel like most students who focus on STEM see only either medicine or engineering as potential career paths. Sometimes in the midst of all the lesson delivery, testing, and general busyness of teaching sciences, it can be easy to lose sight of the fact that part of our role as educators is to introduce our students to a wide variety of disciplines they could choose to pursue. In “The Outdoor Scientist” Dr. Temple Grandin does a fine job of providing an introduction to and entry point for fields of science which are more “off the beaten path” in that they trend heavily toward field work. The goal of this book is to encourage curiosity and observation in young people with the intent to encourage a diversity of interests in younger learners that may lead to lifelong learning.
The book itself is arranged in a useful way in that each chapter is about a different topic. With chapters on “Rocks”, “The Beach”, “The Woods”, “Birds”, “The Night Skies”, and “Animal Behaviour”, there is a variety of practical material on offer that is hard to beat. While the section on the beach is slightly less impactful here in lovely landlocked Alberta, living rurally like myself means that I’m hard pressed to find something that’s not applicable, and there’s lots for urban learners as well. The activities on offer have a fairly low barrier to entry, and efforts are made to accommodate folks living in more urban settings throughout. Each chapter is split between personal stories from Dr. Grandin’s Life, profiles of famous scientists in their respective field and a variety of projects to do with kids.
The projects themselves are a major selling point of the book, and I quite enjoyed trying a few of them with my own kids. There are over 40 in all, and there is a wide enough variety that there should be a little bit of something in there for every type of learner. There was quite a bit of variance in how much effort the projects were, but they ranged from classics like growing crystals and making a rock collection to several more modern inclusions like online citizen projects around logging plastic and butterfly sightings. There was a strong focus on observing the natural world and getting hands on with materials found in nature.
Dr. Grandin herself has an interesting story, and I find this book is at its most interesting and motivating to young learners when she provides stories of her own challenges and perseverance. She talks about her autism in a way that feels like it would be more relatable and understandable to young readers. Sometimes the transitions between these personal pieces and the projects and profiles felt a bit jarring, but that is likely just a side effect of covering so much ground in a book already densely packed with quite a bit of very useful information.
Overall, if you are looking for a book full of ideas and inspiration to encourage curiosity and exploration in your students or your own personal kids, this one is an easy recommendation. Things are laid out in a clear and logically connected way, and there’s a diversity of ideas and topics covered that I haven’t seen in many other places. Between my Div IV classroom, my wife’s Div I classroom, and our own personal kids, I have a feeling our copy is going to end up getting a lot of love.
Livre du Mois
Book Review
By Dr. Neerusha Baurhoo Gokool
Assistant professor
Département de la psychopédagogie et d’andragogie
Université de Montréal
Cofield, J. (2017) STEAM+ Intégration des arts : Perspectives et applications pratiques. J Rêve International, LCC
Résumé
À destination des enseignants, des professionnels, des cadres des institutions éducatifs et des chercheurs, ce collectif inspirant et avant-gardiste est composé de 12 chapitres sur les perspectives et les pratiques liées à l’intégration de l’art en STEM. Rédigé par plusieurs acteurs (chercheurs, enseignants, artistes, cadres), ce livre offre des perspectives diverses et inclusives qui feront le mouvement STEAM un succès. Cet œuvre, riche d’activités, d’idées, de réflexions, de stratégies et de recherches, démontre que le mouvement STEAM est l’avenir pour mieux préparer nos élèves à affronter notre réalité. Dans ce qui suit, je décortique les 12 chapitres pour offrir aux lecteurs un aperçu de cet œuvre, qui guideront nos réflexions ainsi que nos pratiques dans l’avancement du STEAM.
Partie 1. Rapport sur STEAM et l’intégration des arts
La première partie de cet ouvrage, qui consiste en un chapitre, retrace le cheminement de l'éducation artistique et sa dévaluation par rapport à la filière STEM (Sciences, Technologie, Ingénierie et Mathématiques) aux États-Unis. Ce faisant, l’auteure souligne qu’en 2006, le président Georges Bush a investi des milliards de dollars pour « cultiver une communauté nationale de jeunes enrichis en STEM » (Cofield, 2017, p. 23) et s’assurer que les enseignants, ainsi que les élèves, bénéficient de ressources adéquates pour exceller en STEM. L’accent mis sur le programme STEM s’est poursuivi sous le régime d’Obama et plusieurs financements ont été accordés afin d’appuyer les étudiants à se préparer aux carrières liées au STEM. En effet, le nombre de cours liés aux STEM a augmenté au détriment des cours d’arts, qui ont connus une baisse : ce qui explique le déclin général de l’éducation artistique de la maternelle à la 12ème année. En s’appuyant sur des données scientifiques robustes, l’auteure démontre que malgré les efforts investis pour permettre aux étudiants des États-Unis d’exceller en STEM, ils n’ont pas pu se démarquer à l’échelle mondiale. De plus, l'inégalité des perspectives d'emploi dans le domaine des STEM continue de favoriser les hommes blancs ou asiatiques aux autres minorités et aux femmes.
D’autre part, en s’appuyant sur une synthèse critique de diverses recherches provenant d’universités telles que John Hopkins et Stanford, l’auteure souligne que « l’éducation artistique intégrée non seulement compléterait, mais aussi renforcerait l’efficacité du système STEM » (Cofield, 2017, p. 23). L’auteure poursuit en argumentant sur les retombées positives de l’éducation artistique notamment l’amélioration du rendement scolaire global, la communication, la réflexion critique, la créativité ainsi que d’autres compétences transversales qui mèneront les étudiants à la réussite professionnelle. À titre d’exemple, l’auteure présente cinq études de cas qui perpétuent que la collaboration entre divers organismes visant l’intégration des arts et la méthodologie STEAM contribuent au succès des étudiants, ainsi qu’au développement des compétences du 21ème siècle, prisées par les entreprises et les organismes gouvernementaux mondiaux.
Même si les recherches démontrent clairement les impacts positifs qu’apporte l’éducation artistique, les arts continuent de mourir dans les écoles « en partie à cause des pressions exercées pour avoir du succès dans le STEM » (Cofield, 2017, p. 60). Mais, l’auteure conclut en soulignant que l’art pourrait mener à revigorer et enrichir le programme STEM. L’auteure persiste que l’adoption de STEAM par le biais de la collaboration et d’une manière universelle pourrait placer les arts au cœur des salles de classe.
Partie II. Du STEM au STEAM
La deuxième partie de cet œuvre est composée de six chapitres qui s’investissent dans une réflexion critique sur l’importance et également sur les stratégies d’intégration des arts dans le programme STEAM.
Rédigée par Alicia Morgan, ingénieure de formation et conférencière de TEDx, le deuxième chapitre de ce collectif décrit l’importance de l’art dans les écoles et les étapes pour l’intégrer dans les cours de STEM. Puisant sur son expérience personnelle, l’auteure se rappelle qu’à la maternelle, l’art visuel, la musique et la danse l’ont mené à un apprentissage profond des lettres de l’alphabet et de l’écriture créative. L’auteure soulève l’importance de l’art dans l’ingénierie. Elle souligne que « l’ingénierie n’est pas seulement la résolution de problèmes et l’exécution technique sans la créativité et l’innovation au centre » (Morgan, 2017, p. 63). Elle explique que sans le dessin, qui est une forme d’art, la conceptualisation en ingénierie sera incomplète. En se penchant sur l’importance de l’art dans l’apprentissage des cours STEM, l’auteure pose une question réflexive : « Comment puis-je, en tant que radical tempéré, former plus d’alliances pour avoir un impact collectif dans l’intégration des STEM + Arts ? » (Morgan, 2017, p. 65). Elle répond à cette question en deux étapes, à la suite du chapitre. Elle clôt le chapitre en faisant référence à son expérience d’enseignante qui lui a permis de conclure que la créativité est un élément clé dans l’apprentissage profonde et mémorable des concepts.
Le troisième chapitre s’enchaîne en faisant davantage le pont entre l’art et l’ingénierie. L’auteur de ce chapitre, Jason Coleman, diplômé en génie mécanique, cofondateur et directeur exécutif de SYNCERE et professeur d’ingénierie, a pour mission de préparer les jeunes minoritaires défavorisés à poursuivre des carrières en STEAM. Dans son récit, il fait référence au téléphone iphone et à l’approche STEAM utilisée par Steve Jobs dans laquelle l’infusion de l’art a permis au téléphone cellulaire d’être un symbole de statut. Pour intégrer l’art dans l’éducation STEM, il propose l’approche d’apprentissage par projet qui inspireront les jeunes à observer le monde autour d’eux et « utiliser les principes de STEAM pour créer des changement positifs » (Coleman, 2017, p. 69). En concluant, l’auteur garde espoir que STEAM trouvera sa juste valeur et que l’art sera valorisé comme un atout incontournable dans l’éducation STEM.
Centré sur l’avancement du STEAM comme un mouvement, le quatrième chapitre explore l’impact collectif ainsi que des thèmes associés à celui-ci, notamment les relations et le financement. L’auteur de ce chapitre, Lawrence Wagner, définit l’impact collectif comme « l’engagement d’un groupe d’acteurs important de différents secteurs à un programme commun et résoudre un problèmes social spécifique » (Wagner, 2017, p. 71). Wagner (2017) souligne que la collaboration entre les districts scolaires, les musées d’art, les organismes à but non lucratif, les sociétés d’ingénierie et les administrations locales doit inclure un agenda commun pour que le mouvement STEAM soit efficace dans leur communauté. L’auteur fait ressortir que l’impact collectif est crucial afin de surmonter les problèmes dans l’avancement du STEAM.
Stacie LeSure, chercheuse principale au Collège d’ingénierie de l’université Howard, dont les recherches sont axées sur les perceptions académiques et la persévérance des étudiants en STEM, entame le cinquième chapitre par un poème poignant qui déplore le manque d’inclusion, d’acceptation, et aussi la diversité en ingénierie. En s’inspirant du discours de W.A. Wolf, ancien président, de la National Academy of Engineering, Lesure (2017) nous rappelle les stéréotypes, peu flatteurs, qui caractérisent les ingénieurs comme des ringards ennuyeux. Loin d’être ennuyeux, les ingénieurs sont créatifs, innovants et avant-gardistes. LeSure (2017) explique que la créativité provient de nos expériences qui découlent de nos quotidiens. Quant aux expériences de vie, elles sont intrinsèquement liées à la diversité. Suite à cette réflexion, LeSure (2017) nous introduit la notion des « ingénieurs artistiques » qui pourrait servir à inspirer la participation de la diversité au génie, une filière qui demande désespérément une main-d’œuvre dotée de diverses idées pour résoudre de multiples problèmes.
La deuxième partie de cet œuvre s’achève avec le sixième chapitre écrit par Nehemiah J. Mabry, qui expose le mouvement STEM comme insuffisant dans le paysage éducatif. Mabry (2017) constate l’erreur de mettre l’accent sur STEM tout en excluant d’autres sujets, notamment les arts. Dans ce chapitre, elle décortique l’importance de l’art comme catalyste novatrice pour les disciplines techniques. Dans cette optique, elle aborde trois thèmes, notamment l’importance de l’art dans la communication, dans le raisonnement intuitif, ainsi que dans nos habiletés créatives et imaginatives en tant qu’humains.
Partie III. STEAM en action : Exemples pratiques
Divisé en six chapitres, la partie trois s’avère être le noyau et l’aspect le plus pertinent de cet œuvre. Elle met l’emphase sur la pratique de STEAM, qui inspirerait les enseignants, les chercheurs, les cadres des institutions éducatifs, ainsi que les collaborateurs du milieu STEAM, à s’engager dans l’élaboration des programmes STEAM, à conceptualiser les solutions faces aux défis et à améliorer le système éducatif, tout en aidant les étudiants à acquérir les compétences du 21ème siècle.
La partie trois débute avec le chapitre sept rédigé par Lisa Yokana, qui travaillait comme coordinatrice du STEAM à l’école secondaire Scarsdale. Avec des exemples pertinents et concrets, Yokana (2017) décortique minutieusement les étapes dans l’élaboration des cours d’un programme STEAM au niveau secondaire. Elle souligne que la pratique STEAM rencontre les besoins de la diversité des étudiants et de ceux qui n’apprennent pas de façon traditionnelle. En travaillant collaborativement avec d’autres écoles, elle embarque sur un projet « Maker » qui s’inspire du design thinking (la pensée conceptuelle) et aussi des espaces modifiés. Avec de l’étayage, les étudiants accomplissent des défis tout en apprenant. Par exemple, les étudiants ont confectionné des mandalas qui démontraient leur compréhension de « la voie octuple de l’illumination et la façon dont elle était liée à leur vie » (Yokana, 2017, p. 92). Dans une classe d’histoire, les étudiants ont « conçu des modèles qui commémoraient les pertes régionales causées par la Première Guerre mondiale » (Yokana, 2017, p. 92). Yokana (2017) et ses collaborateurs ont élaboré des cours STEAM notamment : Introduction à l’ingénierie, Introduction à la conception et à la fabrication, un cours de robotique, la modélisation 3D avancée et le cours Wearables/Physical Computing. Ces cours permettaient aux étudiants de relever des défis liés à des problèmes réels en utilisant l’imprimante 3D, l’électronique simple, la robotique et le codage. Yokana (2017, p. 103) conclut que les étudiants qui ont bénéficié des cours STEAM « iront dans le monde avec une confiance créative et la capacité d’apporter des changements partout… »
Le chapitre huit met en lumière la conceptualisation des cours STEAM, ainsi que la performance académique des étudiants dans un programme STEAM comparativement à un programme régulier. L’auteur de ce chapitre, Jay Veal, est le PDG et fondateur d’INC Tutoring, qui a permis à 400 étudiants minoritaires de passer de l’échec à l’obtention d’un A ou d’un B, ainsi que d’une confiance en soi. Plus précisément, Veal (2017) décrit son expérience, ainsi que les étapes qui ont permis d’améliorer la performance des étudiants du programme de mathématiques, et qui les ont même permis de surpasser les autres élèves du district de Texas, n’étant pas inscrits au programme STEAM-mathématiques. Pour son programme STEAM-Mathématiques, Veal (2017) s’est inspiré de l’apprentissage par projet (PBL) et par l’apprentissage ouvert afin de faciliter la collaboration, l’innovation et la création dans des salles de classe modifiées. Munis d’un Chromebook, chaque étudiant de cinq campus ont travaillé collaborativement par le biais des murs interactifs, ainsi qu’avec d’autres ressources. Veal (2017) attribue le succès de son programme autour de plusieurs thèmes qu’il décrit en profondeur, incluant des stratégies d’enseignement STEAM qui peuvent être implantées par les enseignants d’une manière systématique. Les thèmes richement décrits et dotés de plusieurs exemples concrets dans le chapitre incluent : la relation et l’intégration des formes d’art dans des programmes d’études ; les stratégies de pensée visuelle ; les stratégies multiples pour l’intégration de l’art dans (1) l’écriture, (2) la lecture et (3) la danse, la musique, le théâtre et les arts visuels. Même si Veal (2017) a rencontré plusieurs défis lors de l’élaboration de son programme STEAM – Mathématiques, il explique que les changements structurels dans les salles de classe (ex. Abattre des murs, changer les meubles, inclure la technologie) ainsi que les approches liées à l’enseignement et l’apprentissage STEAM ont mené à une réussite éclatante des élèves de l’environnement STEAM comparativement aux autres étudiants qui étaient dans un programme régulier.
Suit ensuite le chapitre neuf, qui se consacre sur la nécessite d’intégrer les arts dans l’ingénierie. Dre Whitney Gaskins, auteure de ce chapitre, professeure adjointe en ingénierie et la seule femme africo-américaine qui enseigne à la faculté du Collège d’ingénierie, insiste sur le fait que « la transition du STEM au STEAM est d’insuffler l’innovation et la créativité dans le processus respectivement de conception scientifique et de conception technique » (Gaskins, 2017, p. 125). Dans ce chapitre, elle décrit la nécessite de STEAM autour de trois axes (l’interdisciplinaire, l’inclusion et la pensée critique) tout en naviguant entre les défis et les avantages de ces trois axes. Par la suite, elle nous invite à découvrir un cours qu’elle a élaboré avec une éducatrice en art, Nandita Seth, afin d’offrir aux étudiants des opportunités d’explorer des défis et de trouver des solutions en utilisant la recherche en art et le processus de conception technique. L’auteure souligne l’importance d’éliminer les obstacles, qui pourraient nuire à un cours STEAM. Elle clôt le chapitre en partageant une réflexion d’une de ses étudiantes qui a mentionné que : « ce cours m’a ouvert les yeux sur la recherche et la résolution de problèmes….ce cours m’a aidé à briser le paradigme de la façon dont je voyais la recherche et m’a montré que la recherche peut être amusante, créative et intéressante » (Gaskins, 2017, p. 135).
Le chapitre dix du livre, écrit par Richena Brockinson, photographe et institutrice de la photographie, discute du processus et des étapes d’élaboration d’un cours en lien avec la photographie en puisant sur le mouvement STEAM. Dans un premier lieu, elle décrit les bénéfices du mentorat qu’elle a reçu au Guilde des Jeunes artisans et d’arts de Manchester qui lui a appris « d’être conscient du temps, comment organiser, comprendre la chimie photographique, l’histoire de l’art de créer, l’ingénierie et la compréhension de la fabrication d’un appareil photo…. » (Brockinson, 2017, p. 139). Son apprentissage auprès de Guilde a permis à l’auteure de conceptualiser un cours « Build A Camera » (Brockinson, 2017, p. 142) qui demandait un mariage entre l’ART et le STEM. Effectivement, dans ce cours, les étudiants étaient invités à créer une œuvre d’art liée à la fabrication d’une caméra. Ce projet a permis aux étudiants de développer plusieurs compétences en mathématiques, en sciences et en lecture, ainsi qu’à la collaboration qui leur serviront toute leur vie.
Au cœur du chapitre onze se situe la musique – plus précisément le jazz qui représente un statut intellectuel et artistique, omniprésent dans la culture Africo-Américaine et au-delà. Face aux perceptions stéréotypées caractérisant les Africo-Américains comme étant « incapables d’exceller en STEM en raison de sa nature (ex. rigueur et difficulté, entre autres), les approches d’enseignement du STEM qui s’inspirent du jazz pourraient encourager ces étudiants sous-représentés en sciences d’embrasser cette filière. Plus précisément, les auteurs de ce chapitre Juliette Harris, Eric Sheppard et Toni Wynn postulent que le jazz pourrait possiblement vigorifier l’enseignement auprès des étudiants de la maternelle à la 12ème année, surtout auprès des étudiants Africo-Américains. Ainsi, les auteurs décrivent leur projet – le concours Jam Session – qui s’est tenu dans trois universités ayant historiquement une clientèle noire (Hampton, Morgan State et Tuskegee), auprès des étudiants en génie. Le chapitre décrit les bénéfices des projets qui s’inspirent du jazz pour véhiculer le STEM.
Le douzième et dernier chapitre introduit le mouvement STEAM+ ainsi que plusieurs exemples d’activités et d’idées novatrices liées au STEAM+. Felroy Dsouza, auteur de ce chapitre, nous rappelle que la créativité, le design, et l’entreprenariat sont des éléments clés dans l’enseignement des sciences, de la technologie, de l’ingénierie et des mathématiques. Selon lui, si les enfants n’apprennent pas la créativité, le design et l’entreprenariat en même temps que les matières STEM, ils ne sauront pas quoi construire, pourquoi construire et pour qui construire. Ils manqueront la pensée critique qui les aidera à découvrir, créer, improviser et imaginer. Dans la suite du chapitre, Dsouza (2017) offre aux lecteurs plusieurs stratégies et activités dont le but est d’améliorer l’utilisation de STEAM+ auprès des étudiants. Basées sur la résolution des problèmes, la pensée conceptuelle et l’innovation frugale, ces activités en forme de projet permettent à nos jeunes de résoudre des problèmes en faisant appel à l’ingénierie, aux sciences, aux mathématiques, à la technologie, à la créativité et à la conscience environnementale.
Conclusion
Pour conclure cet œuvre, Cofield (2017) nous rappelle que l’effort de tout un chacun est requis pour l’intégration du « A pour l’Art » dans STEM et que l’interdisciplinarité de STEAM+ assurera l’avenir ainsi que les développement des compétences du 21ème siècle.
Remerciement :
Je tiens à remercier Mme Fatima Farhat, étudiante à l’université de Montréal, pour la correction et relecture de ce texte.
Book of the Month
BOOK REVIEW
Once Upon a Star: A Poetic Journey Through Space, by James Carter and Mar Hernandez. Doubleday Publishers, New York, NY, USA, 2018.
ISBN 978-0-525-57933-5.
This book is about the creation of the Universe written as a poem for young readers. The author of the book was James Carter, and it was illustrated prolifically by Mar Hernández. It was originally published in the United Kingdom by Little Tiger Press, London, in 2018.
“Once Upon a Star” narrates the story of creation. The story begins in the dark “as the lid is lifted off the world” (Carter & Hernandez, p. 1), and night descends. Then, according to the authors, “the day goes quiet, dark and cold” (p. 1). The night, in other words, is described as the antithesis of day. Carter & Hernandez hastened to add that if the night is free of clouds, you can look into the sky, and “you’ll find the galaxy” (p. 2). They then proceeded to describe the galaxy.
Carter and Hernandez described the stars in the galaxy as numerous lights appearing like “lanterns on a shore” (p. 3). They reckoned that these stars are “giants” but seem small to us only because they are so distant. The authors proceeded to describe the sun as the one star, “where we’re from” (p. 5). This is an audacious claim, and the authors brush it aside saying they would talk about this later. They moved the story along by heading back through history, tracing the birth of the universe.
It all began when there was no time, no Earth, and no universe. Since there was no sun to rise or set, there was no day and no night. There was no universe “until a great explosion burst” (p.8). This is what scientists refer to as “the Big Bang” but Carter and Hernandez described it as “a mighty boom” and “a huge kerrang” (p. 9). With the Big Bang space and time came into being. The universe then was so hot that it had to first cool down, and initially, this happened very slowly.
As the universe took its time and cooled, “out of clouds of dust and gas” gradually, “a sea of stars, … were born” (p. 13). Each star was a huge “sparky mass” (p. 13). One of these stars became our sun, and our solar system came into existence. “Giant rocks and fire blew” in our universe, and so over time, our planets grew and developed, as did our Earth “with skies so wide and oceans blue” (p. 17). Then life – in its various forms – came into being. Carter & Hernandez claimed that the sun still stands, providing us with light, delight, warmth, and food. It is the center of the universe, and the planets spin around it. The authors then made the audacious claim that we are also “from that star that seems so far” (p. 22) because we are made of stardust. Emphatically, the authors stated, “You’re a star” (p. 23).
Until this point in the book, the authors have described imaginatively, and poetically their view of creation in language that is very simple and easy to understand. Carter & Hernandez, however, used the last page, titled “Sciencey Stuff,” to bring out the scientific lingo and use scientific concepts such as “nebula” and “gravity.” They categorically stated that the sun was born in a nebula almost five billion years ago. A nebula is a giant cloud of dust and gas in interstellar space. As the cloud got bigger, gravity caused it to spin and flatten. While spinning around, the nebula formed a clump in the centre, and turned into a protostar which then became our sun.
Then the authors proceeded to predict that about five billion years into the future, our sun will collapse. They then make a statement that sounds unscientific. Towards the end of its life, the sun will eat up the planets such as Mercury and Venus and even the Earth, consequently becoming a massive superstar known as the RED GIANT. Is this prediction of the fate of the sun supported by any evidence, or is it just one probable prediction of what could occur?
No one is quite certain how the sun will evolve in the future. According to data published in June 2022 from Gaia, the sun is about 4.57 billion years old. Gaia is a space observatory of the European Space Agency (ESA). It was launched in 2013 and is expected to be functional until 2023. This spacecraft was designed to measure “the positions, distances and motions of stars with unprecedented precision” (p. 1).
The latest data released by ESA says that “the Sun is fusing hydrogen into helium” now and is quite stable. However, the star at the centre of our Universe will eventually die. This inevitable death will start when the core of the sun runs out of hydrogen. On analyzing the data from the Gaia spacecraft even further, scientists have concluded that the sun will reach its maximum temperature when it is about 8 billion years old. Then it will cool down and become a giant, red star. At the age of 11.80 billion years, the sun will reach the end of its life, and become dim. These are not certainties backed by scientific evidence but mere speculations from the evidence gathered by distant spacecraft journeying through space.
“A black hole is a place in space where gravity pulls so much that even light can not get out. Gravity is so strong because matter has been squeezed into a tiny space.” This can happen, for example, when a star is dying (NASA, 2018). Since no light can get out of black holes, people cannot see them. This may be the reason behind the sun becoming dim towards the end of its life.
According to the NASA Knows! (Grades K-4) series (2018), black holes do not travel through space eating stars, moons, and planets. NASA claims that the sun will never turn into a black hole because it is not big enough to make a black hole. Besides, there is no danger that the Earth will fall into a black hole, because there is no black hole close enough to the solar system, for the Earth to fall into. Even if a black hole having the same mass as the sun were to replace it, the Earth still would not fall in. It would not be swallowed by the sun, because the black hole would have the same gravity as the sun. Earth and the other planets would continue to orbit the black hole as they orbit the sun now. These statements from NASA demonstrate that the description of the sun swallowing up the Earth is just a myth created by Carter & Hernandez (2018). It is an effective myth though, as it seems plausible under the circumstances.
In this fascinating book, Carter & Hernandez embark upon a poetic journey through space traversing time, from the Big Ban and the creation of the Universe to the end of time, when the universe, as we know it, will cease to exist. Readers would do well to view this book as a journey based on the evidence scientists have gathered from explorations of space to date, but having an ending based on a persuasive prediction, that appears to be a myth.
REFERENCES
European Space Agency, (2022). Gaia reveals the past and future of the Sun. Obtained from: https://www.esa.int/Science_Exploration/Space_Science/Gaia/Gaia_reveals_the
_past_and_future_of_the_Sun
Lovelock, J. (2009). A final warning: the vanishing face of Gaia. London, England: Penguin Group.
NASA Knows! (Grades K-4) series (2018). Obtained from:
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-a- black-hole-k4.html
The Science Council of the Alberta Teachers’ Association has two vacant Division IV Director positions available. I have included the description for each position below. Both positions can be appointed at any executive meeting of the council since elections at the AGM were missed.
Division IV Director (Biological and General Sciences)
The Division IV Director is elected by the Council at the AGM every two years. They work to represent the interests of their area on the council, and assist in ensuring resources, conference sessions, and other council activities include the biological and general sciences.
If you have any questions or concerns or would like to suggest yourself or someone you know, please do not hesitate to contact Michelle Savoie, President of the Science Council, at atasc.pres@gmail.com for an invitation to our next Executive meeting.
BugQuest
BugQuest is a national community science initiative led by the Centre for Biodiversity Genomics at the University of Guelph. Schools, outdoor education centres, and community sites across Canada host a Malaise insect trap for a season, collecting samples of flying insects from spring to fall. The insects are then identified using DNA barcoding to build a clearer picture of Canada’s insect biodiversity. The project connects hands-on field sampling with real biodiversity research, while allowing students and educators to contribute directly to national-scale science.
More information and the host-site sign-up page can be found here:
https://bioscan.life/bugquest/
We’ve also just started our social media pages:
Facebook: https://www.facebook.com/BugQuestCanada
Instagram: https://www.instagram.com/bugquestcanada
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