The Spark of Curiosity

Author: Inga Becker, R&D Strategy Professional at Siemens #

Last weekend, my family and I, along with some classmates, attended The Physics Show at Foothill College. It was a fantastic experience, featuring engaging experiments on pressure, inertia, and even a dive into the world of Galileo Galilei. What truly stood out was how the presenters explained the physics behind each demonstration in an age-appropriate way, making complex concepts accessible and exciting.

After the show, one of the other parents who joined us expressed her surprise and delight. She confessed she had never tried such experiments at home before but was now eager to replicate them with her own children. Later that day, my husband and I – both scientists by education – reflected on her reaction. We realized that while these types of experiments felt familiar to us from our university days, they were entirely new and impactful for others.

This moment was a powerful reminder: sparking curiosity isn’t just for kids; it’s for adults too. And critically, if we want our children to be curious, we must embody that curiosity ourselves. As parents, we are the first, and initially the most influential, role models for our kids. This influence is then complemented by teachers in schools, and later by professionals in industry whom they look up to when making decisions about their future education and careers.

I call this interconnected relationship the “Educational Triangle.” I believe that the collaboration between these three elements – parents, teachers, and industry – is crucial, especially in K-12 education, to ignite and sustain a lifelong curiosity for science, technology, and engineering. This article will explore how each point of this triangle contributes to preparing the next generation for a future driven by innovation.

The Parent’s Role – The Home as the First Lab

“Mom, do we have vinegar?” My 8-year-old’s question often signals an afternoon of messy, joyful experimentation. I might envision food-stained kids building a baking soda volcano, but I know these moments are invaluable. It will get messy, and experiments might not work as planned. But I let them try. An unexpected outcome is a valuable scientific observation, leading to questions like: “What did you see? What worked and what didn’t? What could you change next time?”

These home experiments are perfect for introducing the core iterative steps of the Engineering Design Process:

• Ask: Define the problem or question (e.g., “What happens if we mix these?”).
• Imagine: Brainstorm solutions (e.g., “What materials can we use?”).
• Plan: Select an idea and outline steps.
• Create: Build the prototype.
• Improve (or Test/Evaluate): Observe results and analyze.
• Repeat (or Redesign): Refine based on observations.

Parents often feel daunted by the mess or not having all the answers. But I encourage every parent: don’t be afraid to try! Experiments might fail, but that’s the essence of science and engineering – exploration, iteration, and learning. If finding easy experiments is a challenge, remember resources are abundant. We can learn from our kids’ tech fluency and use AI tools to generate ideas. Imagine asking, “Hey ChatGPT, can you help me design an easy experiment for my 5-year-old to introduce buoyancy with materials on hand?” By embracing this hands-on, curious approach, parents become influential STEM educators, laying a crucial foundation.

The Teacher’s Role – Nurturing Curiosity in the Classroom

About a year ago, I read a LinkedIn article by my colleagues Susann and Sabine, detailing how they successfully transferred the “Siemens bewegt Schule” concept internationally from Germany to a school in Italy. Having recently moved to the US, I was immediately inspired to run a similar workshop at our local school in Silicon Valley. “Gesagt, getan” – easier said than done, one might think, but I was positively surprised by how readily I found a motivated teacher.

Ralf, a teacher at the school, not only knew Siemens’ CAD software Designcenter Solid Edge but also had the school’s makerspace fully equipped with 3D printers. This made it possible to conduct a comprehensive workshop with the students, taking an idea all the way through design to a physical prototype. It’s truly gratifying to find educators like Ralf who are open to inviting industrial experts into their classrooms, demonstrating that engineering can indeed be fun and accessible.

I was impressed by the knowledge and skills some of the students displayed, both while working with industrial-grade software and in their general IT proficiency. Later that day, showing my children pictures from the workshop, my older one was fascinated by the 3D printers, while my younger one immediately recognized Ralf as the teacher who “shoots rockets into the air” – a memorable activity he’d done with the kindergartners the previous year! This anecdote beautifully illustrates the lasting impact of engaging, hands-on learning.

I am grateful to find teachers who are engaged, willing to inspire young minds, encourage hands-on learning, and are open to integrating real-world applications into their lessons. In parallel, I was pleasantly surprised by my own company, Siemens, for whom I’ve worked for over a decade. The sheer volume of free resources we provide for K-12 education clearly demonstrates that we, too, have identified a crucial truth: if we want to close the engineering graduate skills gap, we need to start early.

The Company’s Role (Siemens) – Bridging Education and Industry

Completing our “Educational Triangle” is the crucial role of industry. At Siemens, we don’t just talk about the importance of STEM education; we actively invest in it with a comprehensive concept that spans from K-12 and beyond. Our commitment is rooted in the understanding that if we are to close the engineering skills gap and foster the innovators of tomorrow, we must engage early and broadly.

This engagement begins with initiatives designed to spark initial interest, such as the delightful “Sammy the Penguin” book, which introduces young children to the various facets of engineering through an inquisitive little penguin. For middle school students, our “Hour of Engineering” provides accessible resources for teachers, offering real-world examples and challenges across diverse engineering disciplines. These programs are designed to make complex concepts relatable and exciting, much like the home experiments we discussed earlier.

As students progress, Siemens continues its support with more advanced programs. The Designcenter Solid Edge workshops, like the one I facilitated, are tailored for older students, providing hands-on experience with industrial-grade CAD software. Crucially, we provide free industrial-grade software not only to schools but also to academia and startups. This ensures that students and emerging companies have access to the same cutting-edge tools used by professionals, preparing them for the demands of the modern workforce.

In essence, Siemens strives to cover multiple aspects of the educational funnel. From sparking initial curiosity and interest in the youngest learners, to providing comprehensive training and skill development for older students, we are actively preparing them for their future careers. This deep commitment from industry ensures that the enthusiasm nurtured by parents and guided by teachers is met with the resources, tools, and real-world relevance needed to cultivate the next generation of engineers, scientists, and digital innovators.

A Synergistic Approach 

The true power of the “Educational Triangle” lies not just in the individual contributions of parents, teachers, and industry, but in their synergistic interaction. When these three elements work in concert, they create a robust and dynamic learning environment that profoundly shapes a child’s development and future readiness.

Consider how these roles reinforce each other: A parent, by fostering a curious, hands-on environment at home – allowing for messy experiments and embracing the iterative “ask, imagine, plan, create, improve, repeat” cycle – cultivates an intrinsic love for discovery. This foundational curiosity makes a child more receptive and engaged in the classroom.

Teachers, like Ralf, who are open to real-world applications and industrial engagement, can then build upon this home-grown curiosity. They transform classrooms into spaces where theoretical knowledge meets practical application, often leveraging resources provided by companies. For instance, I myself, in my role as a parent, recently looked into Siemens’ “Hour of Engineering” resources. I’m already thinking of specific examples and projects we could potentially do at home with our kids, directly bridging the gap between what the company offers, what the school teaches, and what happens in our living room.

Finally, industry, through initiatives like “Sammy the Penguin,” the “Hour of Engineering,” and free industrial-grade software, provides the tools, inspiration, and pathways that empower both parents and teachers. These resources not only make STEM education more accessible and engaging but also ensure that the skills being developed are directly relevant to future careers.

This collaborative ecosystem ensures that students are not just passively receiving information, but are actively participating in their learning journey, from early childhood experimentation to advanced design challenges. It’s a continuous loop of inspiration, education, and preparation, ensuring that the next generation is equipped not just with knowledge, but with the critical thinking, problem-solving skills, and adaptability needed to thrive in a rapidly evolving world.

Building a Future-Ready Workforce, Together 

In the ever-changing landscape of technology and innovation, the responsibility for cultivating the engineers of the future is a shared one. Parents, teachers, and industry leaders all play pivotal roles in fostering a passion for discovery and equipping our children with the skills they need to navigate and shape tomorrow’s world. By working together—as families encouraging curiosity, educators nurturing potential, and companies providing opportunities and real-world connections—we create an ecosystem where young minds can thrive. The seeds we plant today, with each question asked, each experiment attempted, and each skill taught, grow into the solutions and innovations that will define our future. Because ultimately, the future isn’t something that happens to them—it’s what they will create.

P.S.: Maybe it’s not just a triangle. 

Maybe we need to recognize a fourth, equally valuable edge: fellow students acting as sparks for their peers. I see this in my own children’s lives. Just recently, for Halloween, one of their classmates dressed up as a “crazy scientist” and brought dry ice to school for some show effects. And, well, guess who was soon urged to drive to the grocery store? Let’s just say, after a nine-year-old spent his allowance on a pound of dry ice, I had two kids on the porch completely absorbed for an entire afternoon. Frothy experiments with dry ice, water, balloons, and “a spark of curiosity” transformed a simple day into an unforgettable learning experience. It’s a wonderful reminder that sometimes, curiosity is contagious, especially when it’s shared among peers. Perhaps the best education doesn’t just come from parents, teachers, and industry—it also grows in the magical moments sparked between curious minds.