I-Sci Explorers: Incorporating social and behavioral science principles into STEM educational programming 

The goal of the Illinois Science Explorers (I-Sci Explorers) program, which is administered by CSBS, is to provide sustained science, technology, engineering, and math (STEM) extracurricular programming to children in the Champaign-Urbana area who would not otherwise have access to STEM enrichment. I-Sci Explorers offers weekly afterschool programming to children in kindergarten through fifth grade at the Martens Center, a new state-of-the-art Champaign Park District facility in North Champaign.

I-Sci Explorers program is more than just educational outreach — it’s a model of how social and behavioral science research can facilitate children’s STEM learning. The program is led by CSBS community engagement specialist Paige Duncan. Paige collaborates closely with Carolyn MacDonald, a graduate student in psychology, to integrate findings from social and behavioral science into I-Sci Explorers programming to nurture children’s STEM feelings of belonging, motivation, and engagement in STEM. Paige and Carolyn’s collaborative efforts have resulted in an approach centered around three separate, albeit related, principles rooted in empirical evidence: (1) supporting children’s autonomy, (2) fostering a sense of belonging in STEM fields, and (3) developing growth mindsets.  

Supporting Children’s Autonomy 

A central principle is supporting children’s sense of agency. This involves encouraging children to ask questions, make decisions, and pursue their interests within the framework provided by the program. This “choose your own adventure” format makes room for exploration and allows children to engage with science on their own terms. Paige and Carolyn ultimately hope to foster children’s curiosity and help them develop the foundation for a lifelong love of STEM by encouraging children to take initiative and play an active role in the learning process.  

Programming provides numerous opportunities for children to take control of their learning experience. Each lesson provides general guidelines, but children are given the freedom to make choices that personalize their involvement. For instance, allowing children to select colors for markers and dyes in experiments, or giving them the responsibility to mix and pour liquids independently, not only sparks their curiosity but also deepens their investment in the activity.  

Fostering Children’s Sense of Belonging 

When children are from backgrounds historically underrepresented or marginalized in STEM, as is the case for many of the children with whom I-Sci Explorers works, their sense of belonging in STEM is fundamental. This principle addresses the often-overlooked social and cultural aspects of science education by breaking down stereotypes and showing children that science is a diverse and inclusive field. Paige and Carolyn also aim to connect scientific concepts with real-world applications to highlight the relevance of science to children’s daily lives. For Carolyn, “it’s about getting children to see science as something they can be a part of, not something that’s intimidating or inaccessible.”  

Paige and Carolyn aim to increase children’s sense of belonging in STEM by providing examples of diverse science role models and showcasing the value of science in each lesson. For instance, some sessions begin with read-alouds featuring books that include scientists from a variety of backgrounds. The lessons are also designed to connect scientific concepts to real-world applications. A prime example is their approach to teaching probability: rather than presenting it as an abstract concept, Paige and Carolyn relate it to everyday decisions such as checking weather forecasts to see what to wear that day. Paige emphasizes the importance of this approach, noting, “when kids see how science connects to their daily lives, they’re more likely to engage with it on a deeper level.”  

Developing Children’s Growth Mindsets 

Supporting children in developing growth mindsets about STEM is also important. The crux of a growth mindset is that abilities are malleable and can be nurtured—by, for example, working through challenge. Growth mindsets are particularly relevant in STEM as societal assumptions mischaracterize it as requiring innate talent. Communicating to children that ability can improve over time and difficulty is part of the learning process can increase children’s belief in themselves as capable of doing science. “We’re showing them that science isn’t just for the people who are ‘good at it’—it’s for everyone who is curious and willing to try,” Carolyn remarked.  

I-Sci Explorers aims to promote a growth mindset in children by using intentional language throughout the lessons. The team predominantly provides feedback that centers around children’s effort and strategies, rather than innate skill. They also use language that focuses on the process of “doing” science. Paige and Carolyn believe that this language shift is essential for promoting long-term engagement with science, particularly for students who may initially struggle or lack confidence.

Are you interested in bringing your research concepts and discoveries to the public? The I-Sci Explorers program works with researchers to transform ideas and findings into educational activities, materials, and curriculum for children in our community.