MINT Bewegt Nachhaltig
Welcome to the student laboratory "MINT Bewegt Nachhaltig" (engl. STEM Moves Sustainability) at Karlsruher Institut of Technology (KIT) – a unique extracurricular educational program that combines education for sustainable development (ESD) with the fascinating STEM subjects (Science, Technology, Engineering and Mathematics) and sports. Our learning lab's mission is to raise awareness for sustainable thinking and action. We aim to support students in developing the necessary skills to actively shape their own future and that of society. At the same time, we highlight the relevance of technology and science for sustainable development and spark interest in these exciting fields.
The program is tailored to the needs of different age groups and can be conducted without specific prior knowledge. Secondary school students have the opportunity to participate in various stations across four different thematic areas, which address diverse aspects of sustainability. Through this, they actively engage with topics related to sustainable development and learn to apply their STEM skills in this new and real-world context.
Our vision is based on the “Bicycle Model for Climate Education” by Cantell and colleagues (2019), which visualizes learning processes as parts of a bicycle. We have used the visualization and metaphors of the model and adapted them with the terms marked in red. The interpretations of the individual components are based on our vision of the student labs.
- Wheels (knowledge and skills): Our stations promote thinking and acting in terms of education for sustainable development (ESD). Just as the wheels of a bicycle enable propulsion, we impart knowledge and skills in the STEM subjects - such as the ability to reflect, teamwork, problem-solving skills, thinking skills, ... This forms the basis for ESD topics to promote sustainable thinking.
- Framework (identity, values and worldview): We provide a supportive framework for students* to develop sustainable ways of thinking and ethical values that shape them into responsible global citizens.
- Pedals (action): Action is a central aspect. The pedals and chains symbolize practical action, which is driven by knowledge and motivation. Without concrete action, knowledge remains ineffective. Pupils actively explore aspects of sustainability at various themed stations. They use their STEM knowledge to explore real-life, sustainable solutions and deepen their skills in a practical context.
- Saddle (motivation): The saddle stands for motivation and participation, which are crucial to get the bike moving. That's why our stations use experiments, puzzles and playful approaches to arouse interest and motivation to engage with STEM and ESD topics.
- Steering wheel (future orientation): The steering wheel represents the ability to look into the future and make decisions. We allow students to reflect on what they have learned and adapt their future actions accordingly in order to contribute to a sustainable society.
- Brakes (barriers to action): The brakes symbolize obstacles that can hinder action. However, understanding these barriers helps to overcome them. For this reason, students deal with topics that make sustainable action more difficult (e.g. extraction of raw materials for cell phone production) and look for practicable solutions.
- Lamp (emotions and hope): The lamp stands for hope and emotions. Climate change often arouses strong negative emotions such as fear or guilt. These feelings must be acknowledged in order to promote hope and constructive action. We therefore focus on positive emotions and hope as we shape a sustainable future together and strengthen the belief in change.
As discussed and recommended by the authors of the model, we are adapting the model to the needs of our practical educational work and are therefore adding two further elements:
- Tool bag (solutions): Our lab encourages participants to actively find solutions to current challenges and apply them in everyday life.
- Bicycle pennant (age-appropriate): Our student lab is adapted to the needs of different age groups and can be carried out without prior knowledge.
Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E. & Lehtonen, A. (2019). Bicycle model on climate change education: presenting and evaluating a model, Environmental Education Research, 25(5), p.717-731, DOI: 10.1080/13504622.2019.1570487
Our Student Laboratory
Under the direction of Dr. Olivia Wohlfart and Katja Reimers, students can explore laboratory stations such as examining microplastics in soil samples, discussing the impact of their diet on the climate, or earning a waste management license. The unique aspect is that the children and teenagers conduct the experiments themselves.
The student laboratory is designed for school classes in grades 6-9. If your class is interested, we would be delighted to welcome you. Currently, we offer four different thematic areas in our student laboratory: Soil & Water, Nutrition, Plastic, and learncircle Waste Management License.
For more information (contact details), please refer to our terms and conditions.
| Project management | Administration & Organisation |
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