Students often understand scientific concepts more clearly when they can investigate questions, test ideas and learn from the results. Practical hands-on STEM learning activities give them opportunities to connect classroom knowledge with real situations while developing creativity, reasoning and collaboration. 

In Serbia, UNICEF is supporting school-based STEM clubs through its project “Supporting the Development of 21st Century Skills”, implemented with support from Nelt Group. A UNICEF feature published on 25 May 2026 describes activities at Jovan Cvijic Primary School in Kostolac, one of 30 schools participating in the project. 

Students involved in the clubs have taken part in science experiments, schoolyard microclimate investigations, model-building and engineering challenges. One activity asked teams to construct bridges from drinking straws and test how much weight their designs could support. The emphasis was not simply on identifying a winning team, but on encouraging students to discuss ideas, solve problems and learn together. 

The example shows how hands-on STEM learning can make science and mathematics more engaging while giving students opportunities to develop skills that extend beyond individual subjects. 

School STEM Clubs Encourage Learning Through Exploration 

School STEM clubs provide an additional setting in which students can investigate scientific and technical ideas through activities, experiments and teamwork. Unlike lessons that concentrate mainly on explaining concepts, club sessions can give learners more time to explore a problem and test different approaches. 

At Jovan Cvijic Primary School, students have investigated the microclimate of the schoolyard, conducted experiments and built models. These activities encourage them to observe their surroundings, consider questions and use practical work to develop understanding. 

For example, investigating a schoolyard microclimate can prompt learners to compare conditions in different areas and discuss why those conditions might vary. Building a model can encourage students to consider how individual parts work together and how a design might be improved. 

These activities can also help learners recognise that scientific questions do not always have immediate answers. Students may need to repeat an observation, reconsider an assumption or change an approach after receiving new information. 

UNICEF’s account highlights the role of teachers in creating an environment where students can ask questions, make mistakes and learn from one another without fear of ridicule. This supportive atmosphere can help students participate more confidently, particularly when they are trying unfamiliar tasks. 

A Straw-Bridge Challenge Introduces Engineering Principles 

One of the featured STEM activities asked students to construct a bridge using drinking straws. Teams had to consider how to connect the materials, choose the bridge’s dimensions and make the structure strong enough to withstand a load. 

The challenge introduces engineering concepts through an accessible activity. Although the materials are simple, students must make design decisions and consider how those choices affect the finished structure. 

A bridge that looks stable may not distribute weight effectively. A design that uses more material is not automatically stronger, and the way individual components are connected can influence the overall structure. 

Students can investigate these questions by comparing designs and testing how much weight each bridge supports. When a structure fails, the result gives the team an opportunity to examine what happened and consider changes for another attempt. 

The activity described by UNICEF used books to test the bridges’ load-bearing capacity. Students discussed ideas, shared materials and advised one another during the process. The learning value came from the investigation and collaboration, rather than simply from determining which bridge was strongest. 

This is a useful example of hands-on STEM learning because students can observe the consequences of their decisions. It also introduces the iterative process used in engineering, in which designs are tested, evaluated and improved. 

Simple Materials Can Support Meaningful Science Learning 

The straw-bridge activity demonstrates that practical science does not always require expensive equipment. Everyday materials can be used to introduce design, measurement, structural stability and problem-solving. 

This matters for schools that may have limited access to specialised laboratory equipment. Teachers can adapt activities to the materials available, provided the task has a clear learning objective and appropriate safety arrangements. 

Simple materials also allow students to focus on the problem rather than on complicated equipment. In a bridge-building challenge, the central questions concern structure, connections, dimensions and the distribution of weight. 

Teachers can extend the activity by asking students to draw their designs before construction, record the amount of material used or compare the results of different structures. Learners can then explain which design choices appeared to improve stability and what they would change in a second version. 

These follow-up questions help turn a short activity into a more systematic investigation. Students practise recording observations, comparing results and explaining their conclusions using evidence. 

Hands-on STEM learning can therefore be supported through carefully planned activities using accessible resources. The quality of the learning depends on the questions students investigate and the reflection that follows, not solely on the cost of the equipment. 

Building Critical Thinking Through Teamwork 

STEM challenges often require students to consider several possible solutions before deciding which approach to test. In a group activity, learners also need to listen to one another, explain their reasoning and agree on how to proceed. 

UNICEF’s account describes how students in the Serbian clubs discuss problems, share materials and work together to find solutions. Teachers involved in the initiative have highlighted the development of critical thinking, logical reasoning, resourcefulness and confidence. 

These skills are closely connected with scientific inquiry. Students may begin with different ideas about how to solve a problem, but they can compare those ideas by considering evidence and testing their designs. 

Teamwork also gives learners opportunities to recognise that a useful contribution can take different forms. One student may suggest a design, another may identify a weakness and another may help test the result. When responsibilities are shared, students can learn from one another’s approaches. 

A supportive group environment can also make it easier for learners to admit when an idea has not worked. Instead of treating a failed attempt as a reason to stop, they can examine the outcome and decide what to do next. 

Collaborative STEM education can thus strengthen both subject learning and interpersonal skills. Teachers play an important role by ensuring that students have meaningful opportunities to contribute and that group discussions remain respectful and focused on the task. 

Connecting STEM Activities with Regular Classroom Lessons 

The value of a school STEM club increases when students can apply what they learn to their regular studies. Practical activities can help make classroom concepts more concrete, while subject knowledge can help learners understand the results of their experiments. 

At Jovan Cvijic Primary School, club activities include tasks that connect learning with different subjects. UNICEF describes activities in which students combined movement with academic challenges, including identifying chemical symbols and solving mathematical equations through interactive games. 

One activity integrated physical education with natural sciences through a knowledge obstacle course. Other exercises involved students answering questions about chemical symbols after performing physical movements or solving equations through activities involving basketball hoops. 

These examples show how a learning activity can combine movement, recall and problem-solving. The purpose is not simply to make a lesson entertaining, but to provide a different route for students to practise and apply knowledge. 

Teachers can reinforce these connections by asking students to explain the concept behind an activity after it ends. A mathematical challenge, for instance, should still help learners understand the operation they used, while a science task should connect the activity with accurate scientific terminology. 

When practical activities are linked with curriculum objectives, students have more opportunities to revisit concepts in different contexts. This can help them recognise relationships between subjects and apply knowledge beyond the original lesson. 

Creating an Inclusive Environment for Young Learners 

An inclusive STEM club gives students room to participate, ask questions and develop interests without being judged for their initial level of knowledge. This is important because learners may arrive with different experiences and different levels of confidence in science and mathematics. 

UNICEF’s account describes the clubs as child-centred learning environments where students can experiment and learn from one another. One student highlighted the sense of equality and cooperation within the group, explaining that participants worked together and felt included. 

Such experiences can help students understand that scientific ability develops through practice. Learners do not need to know the answer before beginning an investigation. They need opportunities to ask questions, test ideas and improve their understanding. 

Teachers can support inclusion by distributing responsibilities across a group, encouraging quieter students to contribute and treating mistakes as part of the learning process. They can also adapt tasks so that students with different strengths have meaningful ways to participate. 

This approach can make STEM learning more accessible while maintaining clear academic expectations. Students are encouraged to develop their reasoning and technical skills while respecting the contributions of their peers. 

Student Confidence and Learning Habits 

The students interviewed by UNICEF described benefits extending beyond the club activities themselves. One participant reported improvements in mathematics, biology and physics after spending two years in the club. Another described becoming more creative in approaching problems, while a fellow student said the experience had helped make studying easier. 

These comments provide individual examples of how students perceive the benefits of participation. They do not, by themselves, establish that the clubs caused measurable academic improvement for every participant. However, they illustrate the kinds of changes students and teachers may value in a practical learning environment. 

STEM clubs can give learners repeated opportunities to approach a task, receive feedback and try again. Over time, this process may help students become more comfortable with challenging questions and more willing to consider alternative solutions. 

Students can also develop habits that support learning in other subjects, such as breaking a task into smaller steps, checking their work and explaining how they reached an answer. 

For teachers, observing students during practical activities can reveal how they approach problems and where additional guidance may be useful. These observations can complement formal assessments and help educators identify opportunities to reinforce classroom learning. 

The Importance of Sustained School-Based STEM Opportunities 

The Serbian example highlights the potential of school clubs to provide regular opportunities for practical learning. A single demonstration can introduce an idea, but continued participation gives students more chances to build skills and revisit concepts. 

Schools can sustain these opportunities by selecting activities that fit their curriculum, using accessible materials and allowing students to document their work. Teachers can also encourage learners to reflect on what worked, what failed and how they might improve a design. 

The UNICEF-supported project reaches 30 schools, creating a setting in which students can participate in activities designed to develop 21st-century skills. Continued support for teachers and appropriate learning resources can help schools maintain these experiences. 

The wider lesson is that STEM education does not have to depend entirely on advanced equipment. Practical challenges, thoughtful questioning and supportive teaching can give students opportunities to explore science and technology in meaningful ways. 

Conclusion 

UNICEF’s account of school STEM clubs in Serbia shows how experiments, model-building, bridge challenges and collaborative games can support scientific learning. At Jovan Cvijic Primary School, students have used accessible materials to investigate problems while developing reasoning, teamwork and confidence. 

The straw-bridge activity is a clear example of how a simple task can introduce engineering principles. Students make design choices, test their structures and learn from the results, demonstrating that the process of investigation can be as important as the final outcome. 

Sustained hands-on STEM learning can help students connect classroom knowledge with practical situations. With clear learning objectives, inclusive group work and opportunities for reflection, school clubs can support curiosity and strengthen students’ ability to solve problems across subjects. 

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