New Perspectives in Science Education

This paper presents an extracurricular STEM education model developed through the experience of working in different school environments, including international education and the International Baccalaureate (IB) programme. My professional experience as a science laboratory practitioner has provided opportunities to support Chemistry, Biology, and Physics learning and to observe how practical, inquiry-based activities can influence students’ engagement with science. Building on this experience, I established a children’s Science Club designed to provide an additional environment for developing core scientific and chemistry skills through hands-on experimentation. The club introduces students to fundamental chemistry concepts through age-appropriate practical activities, including chemical reactions, chromatography, acids and bases, and investigation of observable chemical phenomena. Rather than focusing primarily on memorisation, the activities encourage students to ask questions, make predictions, observe changes, interpret evidence, and communicate their conclusions. The paper explores how principles from formal international science education can be adapted to an extracurricular STEM setting for younger learners. Particular attention is given to inquiry-based learning, hands-on experimentation, scientific communication, and the development of problem-solving and critical-thinking skills. The proposed model demonstrates how extracurricular science education can complement formal schooling by providing students with opportunities to experience science as an active process of investigation. The study also discusses challenges and opportunities in designing accessible chemistry activities for diverse age groups and learning backgrounds.