We’re thrilled to share that TCI’s Bring Science Alive! K-8 programs have been named a 2025 Best of STEM Award winner in the Hands-on Learning for K–8 category! This award is significant because it’s the only STEM award program judged by educators themselves. After a panel of judges selects the finalists, more than 260,000 STEM educators across the country evaluate the programs to determine the winners. We’re honored to see our program recognized among the best for making science engaging, relevant, and accessible for all students.
Best of STEM judge, Dr. Rachelle Dené Poth, an edtech consultant, presenter, attorney, author, and teacher of Spanish and STEAM: shares what she liked most about TCI’s Bring Science Alive! programs.
Making Science Relevant and Engaging
Over the years, I’ve noticed how science instruction can become disconnected from students’ real lives. Sometimes we may assume that because science is “hands-on,” it’s automatically engaging, which is what I thought. But how many of us have watched students go through the motions of doing an experiment without truly connecting to the why behind it? I’ve said this for many years: if only there were tools like this when I was learning science, it would have made such a difference in our learning experiences!
When I reviewed TCI Bring Science Alive! as a Best of STEM judge, I was immediately drawn to how it tackles this exact challenge. The program uses anchoring phenomena to hook students right from the start. When students experience a phenomenon that resonates with them, they tend to connect more deeply with the learning concept and retain the content. When I explored the phenomenon in this program, I could immediately imagine how students would better connect with it, having lived through similar experiences themselves or relating to the experiences of others.
What surprised me most was how easy this is to use. So many programs require reading through complicated manuals and piecing together components, but TCI has everything integrated seamlessly. Students are building science knowledge while simultaneously developing their reading, writing, and critical thinking skills. For someone like me who teaches both Spanish and STEAM, this cross-curricular approach is exactly what we need!
Engaging Every Student Through Active Learning
The program transforms students from passive consumers into active creators and innovators. They take on roles as investigators and scientists, making decisions about their learning path. The hands-on exploration, combined with reflection, means students are building a deep understanding. I have struggled with this over the years, watching students learn something and immediately forget it. But the way this program builds from the initial anchoring phenomenon throughout the entire unit creates lasting comprehension and better retention.
There are many things I wish I had known when I began my career. The biggest change I eventually made was getting out of the front of the classroom, promoting more student choice and voice in learning. Rather than decide for them, I would let students decide if they wanted to do a presentation or create something. Sometimes they would come in with their own creation, and I hadn’t even suggested it! When they share what they’ve created, it builds excitement, and that is exactly what I saw reflected in this program’s approach.
One thing that has made such a difference is the built-in differentiation. There are hands-on investigations, leveled readings, interactive digital components, and so many entry points for different learners. Some students look at a diagram and immediately get it (I can totally relate!), while others need to manipulate materials or read about it. The program offers suggestions for differentiating instruction, saving teachers hours, and giving them time to work directly with students, which is what I love to do!
Inspiring Curiosity and Future-Ready Skills
For elementary teachers, especially, finding dedicated time for science can be a challenge. What makes Bring Science Alive! stand out is how it can help teachers find that time more easily. The literacy integration means teachers can accomplish multiple goals simultaneously. I could see students doing fossil digs, investigating ecosystems, exploring photosynthesis (that’s always my go-to topic!), while simultaneously developing the essential skills that transcend content areas.
The inquiry-based approach encourages students to ask questions, which is so important because the older they get, the fewer questions they ask. We want them to be curious! They’re thinking about their own experiences, their community, and global connections. Whether or not they go into STEM fields, they’re developing skills in problem-solving, creativity, collaboration, and resilience, which are some of the in-demand skills for the future. With 58 million STEM-related jobs projected by 2030, we need students to see possibilities beyond just “scientist” or “engineer.”
If I could suggest one enhancement, it would be expanding career connections for emerging STEM fields that students may not be aware of. Students may only know the careers they’ve seen firsthand. I thought the same way until I learned how many careers are actually considered STEM fields!
The name says it all: Bring Science Alive! It really does! Students aren’t just sitting; they’re up and moving, investigating, experiencing science rather than just reading about it. That phenomenon-based approach is something I never experienced as a student. For me, it was just “Here’s this topic, here’s how you learn it” without true relevance or meaningful connection. This program changes that completely for students today.
Start with one unit. Experience that moment when your students connect a phenomenon to their own lives. Watch them become the curious, engaged learners we know they can be!
Best wishes for an engaging school year!
Dr. Rachelle Dené Poth
Spanish and STEAM Emerging Technology Teacher
Consultant, Attorney, and Author
Best of STEM Judge
