Discover Our Research Backed Program
STEM Camps Canada is a one-week day camp program held in Whitby, Ontario for young scientists aged 6-10 years of age. This year STEM Camps Canada will be held at Brooklin Mill Montessori School, where campers will join us in a 5-day program. Rooted in scientific literature, we have developed a camp experience that is designed to stimulate curiosity and critical thinking through hands-on experimentation and real-world application.
​
AS SEEN ON TV - WATCH OUR FOUNDER DO SCIENCE ON CTV down below!
Camp Schedule Breakdown:
Our camp days are filled with excitement and discovery, offering a balanced blend of engaging STEM workshops, creative adventures, and much more! Each day at STEM Camps Canada is carefully curated around a specific STEM theme, guaranteeing campers a week filled with diverse and enriching experiences:
​Schedule at a glance:
-
9:00 AM - 9:30 AM: Arrival & Morning Welcome
-
9:30 AM - 11:30 PM: STEM Workshops & Activities
-
11:30 PM - 12:15 PM: Lunch
-
12:15 PM - 2:00 PM: Creative STEM Projects & Activities
-
2:00 PM - 2:15 PM: Snack Break
-
2:15 PM - 3:15 PM: Team STEM Challenges
-
3:30 PM - 4:00 PM: Pick Up
Monday
Embark on a journey through Science as campers uncover the mysteries of the natural world.
Tuesday
Dive into the depths of Technology and coding!
Wednesday
Channel your inner Engineer, as campers design, build, and innovate, turning imagination into reality.
Thursday
A day of creativity, fusing Art and science
Friday
Transform Math into an exciting adventure, making Math FUN!
Our Founder, Dr. Sarah Habibi, is a regular science expert on CTV's The Good Stuff with Mary Berg
What's the science?
At STEM Camps Canada, we are not only building a program jam packed with fun activities, it’s a program supported by science too!
It’s no secret that the role of STEM (or STEAM: STEM with the inclusion of the arts) education in early childhood settings is becoming increasingly important, with researchers reporting huge positive impacts on children's cognitive development, serving as the foundation for their long-term thinking and learning outcomes (Lindeman et al., 2014). By integrating technology, engineering, and the arts into traditional science education, young learners are provided with ample opportunities to explore, create, and wonder about the world around them. STEAM education fosters hands-on learning experiences within real-life contexts, promoting observation, investigation, and collaboration to address meaningful real-world problems. This approach not only equips children with practical skills but also instills a growth mindset and confidence in problem-solving. The longitudinal case study by Fernandez and colleagues (2023) underscores the evolution of teachers' perspectives, recognising hands-on science activities as tools for active knowledge construction rather than mere attention-grabbers. Moreover, evidence from Christensen and colleagues (2015) highlights the positive impact of hands-on STEM engagement activities on students' attitudes and interests in STEM subjects, emphasising the crucial role of such experiences in cultivating favourable dispositions from middle school to high school. However, challenges in implementing STEM/STEAM education persist, as outlined by Leung (2023), suggesting a need for specialised programs like a STEAM camp to complement regular schooling by providing focused support, targeted professional development, and hands-on, experiential learning opportunities aligned with the evolving landscape of STEM education.
​
-
Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students. Journal of Science Education and Technology, 24(6), 898–909. https://doi.org/10.1007/s10956-015-9572-6
-
Fernandez, C., Hochgreb-Haegele, T., Eloy, A., & et al. (2023). Beyond “Having Fun” As Evidence of Learning: A Longitudinal Case Study of a Teacher’s Evolving Conception of Hands-On Science Activities. Journal of Science Education and Technology, 32(2), 241–255. https://doi.org/10.1007/s10956-022-10012-1
-
Leung, W. M. V. (2023). STEM Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies. Education Sciences, 13(5), 490. https://doi.org/10.3390/educsci13050490
-
Lindeman, K. W., Jabot, M., & Berkley, M. T. (2014). The Role of STEM (or STEAM) in the Early Childhood Setting. In Learning Across the Early Childhood Curriculum (Advances in Early Education and Day Care, Vol. 17), (pp. 95-114). Emerald Group Publishing Limited. https://doi.org/10.1108/S0270-4021(2013)0000017009