Bringing More Mathematics and Science into Schools

Science, Technology, Engineering and Mathematics — collectively known as STEM — need much more attention in schools and education programmes if students are to be prepared for the challenges of the future. This is widely recognised, from politicians and business leaders to educators and futurists.

But how do we spark greater interest in STEM subjects among children and young people? That is the focus of the STEM Education Research Center – FNUG, which now offers a wide range of practical teaching ideas and materials on its website. These resources are aimed at small children in daycare, primary and lower secondary schools, upper secondary schools, and vocational schools.

The materials stem from the three‑year project LabSTEM+, launched in 2023 as a further development of the centre’s original LabSTEM project (2020–2022).

The overall objective of both projects has been to enhance the quality of teaching in mathematics and science. Researchers, teachers, pedagogues, and students have worked together in regional laboratories to develop concrete STEM teaching sequences.

In 2024, the book STEM Didactics was published, offering a comprehensive perspective on how STEM can be integrated across subjects and educational levels. Read more here.

A wealth of specific activity and teaching ideas can be found here and here.

“In these projects, we have had a particular focus on how mathematics can be integrated into interdisciplinary STEM activities. It has been both exciting and insightful to contribute to the development of teaching sequences in individual schools. At the same time, it has become clear that this integration can be challenging for teachers — but when it succeeds, it generates great value and engagement among students,” says Project Manager Dorte Moeskær Larsen, Centre Leader and Associate Professor at FNUG.

Example for HTX students: In one of the HTX laboratories, students worked on wastewater treatment, focusing on bacterial growth and exponential growth in mathematics. This showed them how mathematical concepts can be applied in both biology and biotechnology. The sequence began with a visit to a local treatment plant, giving students insight into practical processes. Back in the classroom, they worked with concrete measurements of bacterial growth, enabling them to connect theory with practice. Here is the activity.

Example for lower secondary students: One example of a STEM activity for this age group involves building a vertical garden with an integrated watering system — combining technological understanding, scientific knowledge, and hands‑on problem‑solving. Here is the activity.

Example for vocational school students: At one vocational school, students have worked with 3D‑printing objects and controlling a robotic arm. This gave them the chance to explore how makerspaces can be incorporated into different subjects and support more practice‑oriented and innovative teaching.

Example for the youngest children in daycare: One activity sequence for the youngest children is “Finn På”, designed specifically for early childhood settings. “Finn På” is a curious and helpful character whom children love to assist. Through him, they are introduced to the scientific method: They observe and wonder, ask questions, formulate a hypothesis, test it, analyse their results, draw conclusions, and communicate what they have learned. Here is the activity.

Both projects, LabSTEM and LabSTEM+, were supported by the Novo Nordisk Foundation.