University outreach to primary schools can be transformative, both for young learners and for the academics who lead it. Drawing on my experience of engaging with children through school visits and science demonstrations, I want to share what I’ve learned, what’s worked, and practical advice for others who are looking to bring university-level science into classrooms.
Early engagement in STEM (Science, Technology, Engineering and Mathematics) activities at primary school level is important. It helps to develop individuals who know how to think critically and prioritise evidence over speculation, having experienced the scientific method early on. In my experience, primary school children respond well to simple yet entertaining and educational science activities.
- An on-campus primary school helped to enrich the community and embed social responsibility
- School visits are a triple-win for academics, schools and society
- How can universities get more school pupils enthusiastic about science?
My journey began a few years ago when I volunteered, as a STEM Ambassador, to run a science activity in a local school during British Science week. At the time, I had been a university academic for over three years and a lab-based researcher for more than 12 – yet I was unprepared for the enthusiasm, curiosity and creativity of nine-year-old primary 5 pupils. Their excitement about scientific concepts that are not simple for their age, such as DNA, was truly fascinating.
Four years on, having conducted various science activities in multiple primary and secondary schools as well as my own workplace, here’s what I’ve learned.
Spark their interest
When a science session for primary school children includes hands-on activities alongside theoretical knowledge, assisted by appealing visuals, it is guaranteed to spark children’s curiosity and keep them entertained while they learn. Presenting relatable scientific topics in this way helps break down complex or abstract concepts into concrete and understandable ideas.
In my sessions, first impressions are important. I wear a white lab coat, the stereotypical symbol of a scientist, which always grabs the children’s attention. Before I even start talking, I display a mix of lab-based plasticware and glassware next to everyday household items – such as washing up liquid and table salt – for use in DNA extraction. This gets the children talking and wondering about what’s going to happen next.
If the session is about organ or cell structure and is designed to help children to distinguish between normal and cancerous cells, I display a microscope, which never fails to fascinate them before they even know what it will be used for. These things intrigue the children and establish the idea of a university scientist bringing both sophisticated and simple materials into their classroom.
Make it relatable
When I start talking, the first thing I do is introduce myself and my profession, which helps establish credibility. Then I introduce the topic of the session, making it as relatable as possible and linking it to real-life purposes to keep them engaged.
For example, to make a DNA extraction activity both interesting and purposeful, I ask questions about what makes our bodies, and I explore what they know about DNA-related diseases, heritable traits and forensic investigations. These are all topics that they might have come across in their daily lives. These introductions, especially when aided by visuals like PowerPoint slides, spark curiosity and help establish a positive connection with the children. Relating the topic to future professions allows children to explore their aspirations and discover new areas of interest.
Set expectations at the start – but keep the mystery
I must admit that keeping track of time and keeping the children engaged throughout the session can be challenging, especially when everybody wants to ask questions. However, experience has taught me that providing clear tasks and setting time frames for both discussion and the actual activity help maintain discipline and ensure all children benefit from the session.
It is also essential to understand the needs of the group to adapt the activity accordingly. This can be done by asking the class teacher in advance about class dynamics, accessibility requirements and any relevant risk factors. Outlining the activity at the start, using simple language and clear steps, is important to set expectations, and I try to maintain a sense of mystery about the final outcome.
This is crucial as it introduces children to the scientific method: forming a hypothesis, planning an experiment, making observations and drawing conclusions. In doing so, it encourages logical thinking, hands-on problem solving, and a commitment to evidence over assumptions. Finally, feedback should continuously be provided throughout to positively impact learning, motivation and emotions.
Discuss what they’ve observed
Every session should end with discussions about the observations made during the activity and encourage the children to explore the implications of their scientific achievements. For example, following a DNA extraction activity, I often receive questions about how DNA could be used to cure diseases, modify organisms or even revive the dead. This provides the perfect opportunity to introduce topics like gene therapy and research-based genetic manipulation in simple, age-appropriate ways. It also helps children differentiate between science fiction they see in books and on TV, and real-life scientific advances.
STEM professionals should always be encouraged to engage with schools through meaningful activities and develop collaborations that support this purpose. These efforts should be supported by their workplaces, which can provide necessary materials and allocate work time, and I am grateful for the support from my own institution and colleagues.
Hosting children in university settings should also be considered more frequently. For example, we recently held several successful events in collaboration with the SmartSTEMs charity, where we welcomed 10- to 14-year olds from local schools, engaging them in entertaining science activities within our laboratories.
Ultimately, it is important to love what we do and recognise the importance of engaging with primary schools through STEM. These activities help nourish successful scientific environments and effectively contribute to shaping the citizens of the future.
Even if these children don’t pursue scientific topics in their studies or careers, memorable, hands-on interactive experiences will equip them with the skills and knowledge to help them develop informed opinions about important social, ethical, public health, economic and environmental issues. This foundation will help them become better journalists, film-makers and policymakers, particularly when dealing with critical topics such as climate change, food security, biodiversity, vaccine development and disease prevention and treatment.
Farah Jaber-Hijazi is lecturer in biomedical science at the University of the West of Scotland.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment