Building on A.M. Qattan’s experiences with teaching science in informal contexts:
STEAM PalHouse project launches its first training workshop
in Ramallah, attended by eight female teachers
Ramallah – A.M. Qattan Foundation – 12 February 2024:
On Saturday, 27 January 2024, the STEAM PalHouse project held its first training workshop at the A.M. Qattan Foundation’s headquarters in Ramallah. The workshop was attended by eight female teachers from Jenin, Bethlehem and Hebron.
The project builds on the foundation’s fruitful educational experiences through the years, particularly through teaching science in informal contexts. Specialised STEAM clubs in various West Bank schools have adopted the programmes initialised by the foundation, conducted in partnership with the Youth Thought Forum in Jenin and the Belgian Development Agency (ENABEL), with joint funding from the Belgian government.
The initiative seeks to raise awareness amongst hundreds of school students regarding the broad and innovative opportunities within STEAM education (science, technology, engineering, arts, and mathematics). It also fosters utilising STEAM to improve living conditions and address climate change challenges.
This three-year project focusses on empowering students with observational, critical and problem-solving skills, encouraging strategic questions and supporting engagement in STEAM-related activities. This allows the opportunity to implement effective models for various projects and awareness-raising activities within their communities.
The project also encourages teachers to welcome exploration and delve into a participatory learning experience with their students, while sharing that experience with other children by organizing science camps and other such events with the public. This fosters STEAM professional development amongst children and enhances their leadership skills.
The workshop aimed to provide teachers with the necessary skills and knowledge to lead STEAM clubs at their schools, fully engrained with children’s formal education. Participants sharpened their skills through using electronics and manual devices, as well as programming. They also successfully joint designed a prototype that considers the needs of disabled persons, adding further value to workshop.
The programme is based on a critical vision influenced by local wisdom regarding the Earth and climate change challenges, originating from Palestinian society’s rich cultural experience—despite only receiving limited benefit from their own natural resources due to the Occupation’s control over them.
Regarding this aspect, STEAM educational expert, Ms. Areen Hilu, noted that: “When we think about issues of the environment, we do not only tackle the stereotypical image of it being considered as a mere ‘luxury’. Rather, we look at this matter with ‘a local lens’ (so to speak), while taking into consideration the place and its problems, needs and circumstances.”
She added: “For example, in Palestine, our concern for factory waste is not at the same level of caring to liberate our energy sources and create alternatives. In this respect, we see that the people in Gaza excelled in creating alternative sources of energy from raw materials and introduced solutions to the numerous challenges imposed by the Israeli occupation and aggression. Training through STEAM helps us think about alternative ways to remain steadfast in our land.”
Through this description, Hilu redefines our connection to the environment and its pertinent issues, as well as promoting an environmentally friendly way of thinking. In her own words: “In Palestine, we have a very strong relationship with our land and environment, and we still preserve them in different ways. This project includes ideas and designs that particularly tackle this field, in order to empower the youth and provide them with the needed knowledge and skills to solidify the Palestinians’ relation with their land and environment.”
All participants were equally enthusiastic. Despite the difficulties in reaching the training venue due to road closures and numerous checkpoints imposed by the Occupation, they demonstrated a relentless faith in and commitment to their role of STEAM education within their school communities, presenting inspiring models to promote a love for science among future generations.