Abstract:

The pandemic produced by COVID-19 has forced a radical change in the strategies and methodologies used to share and transmit knowledge. With the closure of the Schools / Universities, the educational process has been radically transformed from one day to the next.

STEM education is based on collaborative work, inquiry, experimentation, problem-solving, and project generation. This type of education encounters many obstacles in the present situation: students do not have access to laboratories, materials, and other essential supplies to implement an educational process of quality.

The Institution has developed alternative ways to promote quality STEM education for our students when learning from their homes with the present limitations. These activities allow students to explore phenomena through “remote” labs (not simulations), project generation using a supply of pre-existing materials (constraints that any project has at any time), and in particular, the development of projects based in easy to find at home materials.

In this paper, the Author will present three strategies to promote STEM education through remote learning:
1) Laboratory activities for college-level students
2) Hands-on activities for high-school students through informal education settings, and
3) Activities for the public at large through social media (Facebook liv and YouTube) and sponsored by public institutions.

The Author implemented these strategies successfully in a university setting, in Out of School Time (OST) programs in the City of Chicago for non-privileged student groups, and with multiple public institutions partners in different countries.

Keywords:

STEM, STEM education, Remote Learning, Remote Laboratories.