Sensors and STEAM
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I was really amazed to read the paper and see the researrchers talk about the integration of sensor technologies in to the STEAM project. I hadn’t thought about using data in such a creative way – if children worked with data like this it would impact their understanding of data and motivate them in terms of understanding the real world value of maths/data. How does this approach encourage students to think critically and creatively about real-world problems? The arts part was really creative especially with the use of colour to show the difference in termperature.
As a primary school teacher, I’m only beginning to think about how environmental data can connect with broader social justice issues, but I’m really curious to explore this further. I’ve noticed that many of my students are already very climate-aware — they talk about recycling at home, cycle to school, and ask questions about the environment. This shows there’s already a strong interest and awareness. I think one way to encourage deeper connections is by helping them see how local data — like air quality around the school or energy use — links to bigger ideas like fairness in who experiences pollution or has access to green spaces. Projects like comparing data from different neighbourhoods or tracking how weather changes affect our local park could help students ask bigger questions about climate justice and who is impacted most. I’d love to learn how to support that kind of thinking in age-appropriate ways.
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