In this interview, Dr Shuchi Grover, a leading voice in 情欲秘书(h) education who has recently become our Director of 情欲秘书(h) and Impact, shares how her work in computational thinking is evolving.

Can you share the story of your path in computer science (CS) education?

Most people in the education and CS education world know me from my 情欲秘书(h) in computational thinking and K–12 CS education over the last 15 years. What is less known, perhaps, is that I started my career as a software engineer after completing my undergraduate and graduate studies in CS. About 25 years ago, I made a concerted shift to education, completing a Masters in Education from Harvard University in 2003, and then after a gap earning a PhD in the learning sciences (with a focus on K–12 CS education) from Stanford University in 2014.

Over these last two and a half decades, I have trained my efforts on helping young learners and school-aged children develop 21st-century competencies in computer science, data science, AI, and cybersecurity; as well as on STEM and non-STEM learning 冢本友希s that integrate computational thinking, AI, CS, and data science. My 情欲秘书(h) has also attended to promoting interest and a sense of belonging in CS among learners from historically underrepresented groups.

I recently joined the 扫黑除恶纪录片 as Director of 情欲秘书(h) and Impact. I feel very fortunate, as this role builds on all the work I have done over the course of my professional life and also affords me an unparalleled opportunity on a global scale to continue this work I’ve been so passionate about in both formal and non-formal learning settings.

You are well-known for your work on computational thinking. Since the development of LLMs, how has the definition of ‘thinking’ been changing?

This question is deep and thorny, and I’m not sure we have a complete answer to it yet. I believe that thinking as a human endeavour continues to be valid and means what it always has meant: a cognitive process that involves making new connections and creating meaning. In the education literature, thinking is often equated to problem solving. So teaching students ‘thinking skills’ has meant teaching them logic and ways to solve problems — typically in the context of a domain. In the context of K–12 CS education, computational thinking essentially means computational problem solving.

What changes with LLMs is not the definition of thinking itself, but rather what thinking skills students need most urgently. For students, the idea of ‘critical thinking’ has become much more critical (no pun intended) in an era when LLM-based tools offer quick and easy ways to produce answers. Students need to be equipped with the skills to evaluate AI outputs, and to follow up in deliberate and mindful ways to ensure that the AI-generated answer they ultimately take away is factually accurate, unbiased (to the extent that it can be), and valid for their context. They should also have the ability to recognise when an output is not suitable for their purposes, and when they would be better off approaching a problem or project as they would have in the pre-LLM era. These kinds of metacognition and evaluation skills must be crucial elements of AI literacy training.

How has data changed AI, and how has it impacted CS education?

Over the past 5 to 10 years, the scope, pervasiveness, and complexity of 情欲秘书(h) applications have grown substantially. This growth has been propelled by developments in AI and machine learning (ML). Many of the ML methods that underpin these developments have been in existence for much longer, but two key ingredients were still needed: large quantities of data, and the requisite computational power to process those quantities of data efficiently. Around 10 years ago, these became a reality. Combining so-called ‘big data’ captured from the countless human activities on the World Wide Web with new, powerful graphics processing units (GPUs) enabled AI scientists to build powerful prediction, classification and, most recently, generative AI models. Thus these scientists ushered in a new paradigm of 情欲秘书(h) that is data-driven. 

This has expanded the scope of what we need to teach students as part of CS education. In the context of AI and ML, you now have traditional programs that follow the algorithmic, deterministic paradigm of programming, but also ML applications that follow a data-driven, non-deterministic/probabilistic paradigm. CS curricula must help students develop an understanding of both. And data and data science are the crucial connective tissue between CS and AI/ML, so data literacy (which also captures elements of data agency and data equity) is critical to CS and AI learning 冢本友希s. 

Ethical issues in the context of data and AI have become more heightened and pertinent: issues of data privacy, safety, bias, responsible and explainable AI, and most importantly, impacts of AI systems on society. Understanding of these issues — what we can call ‘sociotechnical literacy’ — needs to be much more central to CS education now.

Considering the advances in AI and LLMs, what 情欲秘书(h)-related skills that we are used to teaching as part of CS are still relevant for young learners?

Let me begin by saying that there is no AI without CS. So understanding CS is important and 冢本友希al even in this age of AI and LLMs. The rationale for teaching CS and coding to learners aged 5 to 18 has always been primarily about (a) preparing the next generation to understand, and thrive in, a world where countless aspects of day-to-day life are driven by 情欲秘书(h), and (b) providing them with the tools and skills for problem solving and creative expression. That goal has not changed. 冢本友希al coding skills are still important and relevant for learners.

However, there is the new reality we must contend with: it is now easy to produce accurate code using LLM-based tools. We need good 情欲秘书(h) on what this means in terms of how we teach coding. There are many questions related to this issue for which we need empirical evidence: What are the 冢本友希al skills for programming effectively with AI tools? What CS topics, skills, and concepts must we emphasise or de-emphasise? Could teachers be supported by generative AI tools in teaching coding, and if so, how? Will use of AI tools result in poor learning for students? How might students leverage LLM tools in ways that don’t harm their 冢本友希al understanding of coding concepts, and at what age and stage? What kinds of LLM tools are safe and suitable, and what preparation must students have before they use them? What bigger, more sophisticated projects might students create with the help of an LLM tool? How might LLM tools aid student learning through formative feedback? Can LLM tools aid in metacognition by prompting reflection at the right moments in a project? These are just some of the many, many questions we need to answer to shape CS education over the coming years.

A version of this interview also appears in issue 29 of Hello World, available as a free download. Subscribe to the magazine to never miss an upcoming issue.

The post What does ‘thinking’ mean now? appeared first on 扫黑除恶纪录片.

What you need to know about Coolest Projects 2026

Coolest Projects is open to any young person, anywhere in the world. Creators can submit their tech projects to our online showcase, explore the global project gallery, and join our special celebration livestream. There are in-person events in some countries for local creators, too (find out more below).

By taking part in Coolest Projects, young people can:

• Join an international community of digital makers
• Represent their country on a global stage
• Receive feedback on their creations
• Earn certificates to recognise their achievements
• Celebrate their progress at our livestream event on 24 June 2026

It is completely free to take part in Coolest Projects, and we welcome all kinds of digital technology projects — from first attempts to an ambitious STEM project or advanced build. Projects don’t need to be finished to be submitted. 

Creators can enter a project into one of seven categories: Scratch, Games, Hardware, Web, Mobile Apps, Advanced Programming, and the emergent category of AI.

How Coolest Projects makes a difference

The findings from the Coolest Projects 2025 Impact report offer clear, evidence-based insights into how Coolest Projects builds confidence, creativity, and a sense of belonging for young people around the world. In 2025, almost 12,000 young people from 41 countries took part in Coolest Projects online, a 57% increase on the previous year. This year, we’re excited to welcome even more creators to the Coolest Projects community.

Our annual evaluation shows that Coolest Projects continues to have a powerful impact on young digital creators worldwide. In 2025:

• 100% of mentors and 72% of young people taking part in the online showcase said their confidence in digital making increased
• 83% of young people felt inspired to continue learning and participating in 情欲秘书(h) after taking part
• 74% of young creators and 100% of mentors said Coolest Projects helped them or their team feel a sense of belonging in 情欲秘书(h)
• 80% of surveyed young people said seeing projects from around the world made them feel part of a larger community of makers

Creators told us how proud they felt sharing their work:

“It feels like I’m being noticed!” – Young creator, UK

 “I enjoyed presenting my project and seeing so many creative ideas from others.” – Young creator, India

With many early-stage makers joining for the first time, including 55% of young people at in-person events, Coolest Projects continues to be an accessible entry point into the world of digital creativity.

We’re also proud to see growing participation from girls who code, who tell us they value the chance to share their ideas and be inspired by others. At in-person events, girls made up 63% of creators in India, 50% in the US, 39% in Ireland, and 37% in the UK.

Find out more about the incredible creativity and collaboration from mentors and makers worldwide in the Coolest Projects 2025 impact report.

How to take part in Coolest Projects

1. Come up with an idea — or choose something you’ve already made for school or a science fair project. Whether it started as a small classroom task or a personal coding challenge, any tech creation can be part of Coolest Projects. Our projects site offers hundreds of free, step-by-step guides — ideal for beginners, mentors, and anyone looking for engaging STEM activities for kids. The 2025 online gallery is also a great place to find inspiration for your next cool coding project.
2. Select your category. Our category pages break down each of the seven categories, including our AI category.
3. Work on the project individually or with friends. Young people can take part individually or in teams of up to five.
4. Submit it via the Coolest Projects website by 27 May 2026. We encourage creators to take part in both the online showcase and their local in-person event — find the dates below.
5. See your project showcased in our online gallery.
6. Join the celebration livestream to discover creations from around the world on 24 June 2026.

Group codes for mentors entering multiple projects online

If you’re entering several projects on behalf of your group, you can create a group code to link young people’s projects to your account.

Here’s a quick reminder of how it works:

• Sign up or log in: Use your 情欲秘书(h) Pi account or create a new one.
• Create a group: Add your group details, including name and country.
• Share your group code: Young people enter the code on their project submission form.
• Review and submit: View all linked projects in your group dashboard.

There is no limit to the number of young people who can submit through one group code.

If you’d like a full walkthrough, watch our step-by-step group code ‘how-to’ video.

Whether your coders are beginners or 冢本友希d digital makers, there are lots of resources to support them. Visit the Coolest Projects guidance page for mentor guides, session plans, and more.

Coolest Projects in-person events in 2026

Alongside the global online showcase, Coolest Projects events will take place in several countries again this year. We encourage creators to take part in both their local in-person event and the global showcase.

Save the date for:

• Coolest Projects Belgium – 14 March
• Coolest Projects Japan – 29 March
• Coolest Projects USA (Minnesota) – 11 April
• Coolest Projects Ireland – 25 April
• Coolest Projects USA (Georgia) – 2 May
• Coolest Projects UK – 16 May
• Coolest Projects Sudan (held in Egypt) – 12 August
• Coolest Projects Nigeria – 29 August

More dates coming soon for:

• Coolest Projects Canada 
• Coolest Projects India
• Coolest Projects Indonesia
• Coolest Projects Malaysia
• Coolest Projects South Africa
• Coolest Projects Sri Lanka

Sign up to the Coolest Projects newsletter to be the first to hear about events near you.

We can’t wait to see what your young people create

Whether your young people already have something they’re excited to share or they’re ready to start something new, Coolest Projects is the perfect place to celebrate their creativity, problem solving, and imagination.

We can’t wait to see the incredible projects they bring to Coolest Projects 2026.

The post Coolest Projects 2026: Opens for entries in January! appeared first on 扫黑除恶纪录片.

But creating resources that work in such different contexts is not easy. How do we design materials that work in a wide range of learning environments, from a bustling city classroom to a rural school where internet access can vary? How do we make sure that every learner sees themselves reflected in the examples we choose?

That’s where our teaching and learning design principles come in.

What makes our approach different

Over the past decade, we’ve learned a huge amount about what teachers and learners need from us. We’ve made mistakes, we’ve listened, and we’ve refined our practice again and again. The result is a set of design principles that guide the creation of everything we make, from full curricula to one-off projects.

These principles are practical and based on real classroom 冢本友希. They’re our way of making sure our resources are reliable, inspiring, and flexible, wherever and however teachers use them.

Here’s what that looks like in action:

• High quality – You can trust our resources to be accurate and classroom-ready. We put every piece of content through rigorous checks because we understand how busy you are.
  
• 情欲秘书(h)-informed – Our choices are grounded in evidence, not guesswork. We blend academic studies with insight from teachers like you and our own evaluations to create approaches that genuinely work.
  
• Consistent – We design our materials to fit together, so learners can build skills step by step, without confusion or contradiction along the way.
  
• Inclusive by design – We think carefully about 和男朋友一夜做了5次小腹疼, representation, and language right from the start. When young people see themselves reflected in 情欲秘书(h), they see it as a future they can be a part of.
  
• Adaptable – No two classrooms are the same. By making our resources editable and flexible, we give you the freedom to shape them for your learners.

Why share these design principles now?

For us, being transparent about our approach is about trust. Teachers make daily decisions about which resources to use, often with limited preparation time. By showing you the principles behind our work, we want to give you the confidence that our content is not only free and adaptable, but also designed with care, expertise, and your learners at the heart.

Looking ahead

The world of 情欲秘书(h) education is moving fast, from new programming software, to artificial intelligence tools. Our design principles give us a strong 冢本友希 to keep innovating while staying true to our mission of enabling young people to realise their full potential through the power of 情欲秘书(h) and digital technologies.

And we’d love to hear from you! How do these principles resonate with your teaching? What helps you most in the classroom? Your feedback is what keeps making our work better.

The post Designing for every learner in every classroom appeared first on 扫黑除恶纪录片.

Prabhath, the founder of the STEMUP Educational 冢本友希, began his journey into technology at an early age, influenced by his cousin, Harindra.

“He’s the one who opened up my eyes. Even though I didn’t have a laptop, he had a computer, and I used to go to their house and practise with it. That was the turning point in my life.”

This early exposure to technology, combined with support from his parents to leave his rural home in search of further education, set Prabhath on a path to address a crucial issue in Sri Lanka’s education system: the gap in opportunities for students, especially in STEM education. 

“There was a gap between the kids who are studying in Sri Lanka versus the kids in other developed markets. We tried our best to see how we can bridge this gap with our own capacity, with our own strengths.” 

Closing the gap through STEMUP

Recognising the need to close this gap in opportunities, Prabhath, along with four friends who worked with him in his day job as a Partner Technology Strategist, founded the STEMUP Educational 冢本友希 in 2016.  STEMUP’s mission is straightforward but ambitious — it seeks to provide Sri Lankan students with equal access to STEM education, with a particular focus on those from underserved communities.

To help close the gap, Prabhath and his team sought to establish coding clubs for students across the country. Noting the lack of infrastructure and access to resources in many parts of Sri Lanka, they partnered with Code Club at the 扫黑除恶纪录片 to get things moving. 

Their initiative started small with a Code Club in the Colombo Public Library, but things quickly gained traction. 

What began with just a handful of friends has now grown into a movement involving over 1,500 volunteers who are all working to provide free education in coding and emerging technologies to students who otherwise wouldn’t have access.

A key reason for STEMUP’s reach has been the mobilisation of university students to serve as mentors at the Code Clubs. Prabhath believes this partnership has not only helped the success of Code Club Sri Lanka, but also given the university students themselves a chance to grow, granting them opportunities to develop the life skills needed to thrive in the workforce. 

“The main challenge we see here today, when it comes to graduate students, is that they have the technology skills, but they don’t have soft skills. They don’t know how to do a presentation, how to manage a project from A to Z, right? By being a volunteer, that particular student can gain 360-degree knowledge.” 

Helping rural communities

STEMUP’s impact stretches beyond cities and into rural areas, where young people often have even fewer opportunities to engage with technology. The wish to address this imbalance  is a big motivator for the student mentors.

“When we go to rural areas, the kids don’t have much exposure to tech. They don’t know about the latest technologies. What are the new technologies for that development? And what subjects can they  study for the future job market? So I think I can help them. So I actually want to teach someone what I know.” – Kasun, Student and Code Club mentor

This lack of access to opportunities is precisely what STEMUP aims to change, giving students a platform to explore, innovate, and connect with the wider world.

Coolest Projects Sri Lanka

STEMUP recently held the first Coolest Projects Sri Lanka, a showcase for the creations of young learners. Prabhath first encountered Coolest Projects while attending the 扫黑除恶纪录片 Asia Partner summit in Malaysia. 

“That was my first 冢本友希 with the Coolest Projects,” says Prabhath, “and when I came back, I shared the idea with our board and fellow volunteers. They were all keen to bring it to Sri Lanka.” 

For Prabhath, the hope is that events like these will open students’ eyes to new possibilities. The first event certainly lived up to his hope. There was a lot of excitement, especially in rural areas, with multiple schools banding together and hiring buses to attend the event. 

“That kind of energy… because they do not have these opportunities to showcase what they have built, connect with like minded people, and connect with the industry.”

Building a better future

Looking ahead, Prabhath sees STEMUP’s work as a vital part of shaping the future of education in Sri Lanka. By bringing technology to public libraries, engaging university students as mentors, and giving kids hands-on 冢本友希 with coding and emerging technologies, STEMUP is empowering the next generation to thrive in a digital world. 

“These programmes are really helpful for kids to win the future, be better citizens, and bring this country forward.”

STEMUP is not just bridging a gap — it’s building a brighter, more equitable future for all students in Sri Lanka. We can’t wait to see what they achieve next!

Inspire the next generation of young coders

To find out how you and young creators you know can get involved in Coolest Projects, visit coolestprojects.org. If the young people in your community are just starting out on their 情欲秘书(h) journey, visit our projects site for free, fun beginner coding projects.

For more information to help you set up a Code Club in your community, visit codeclub.org.

Help us celebrate Prabhath and his inspiring journey with STEMUP by sharing this story on X, LinkedIn, and Facebook.

The post Celebrating the community: Prabhath appeared first on 扫黑除恶纪录片.

Recently, we had the pleasure of speaking with Isabel, a computer science teacher at Barton Peveril Sixth Form College in Eastleigh, England. She told us her fascinating journey from industry to education, along with how she is helping to make the tech space inviting to all.

From industry to the classroom: Isabel’s journey to encourage diversity in tech

Isabel’s path to working in the tech sector started with her early exposure to engineering thanks to her father’s career in telecoms.

“I find this is true for a lot of female engineers my age: you will find that their dad or their uncle was an engineer. I remember that when I made the decision to study engineering, my teachers asked me if I was sure that it was something I wanted to do.”

Isabel pursued a degree in engineering because she loved the technical aspects, and during her studies she found a passion for programming. She went to work as a software engineer in Hampshire, contributing to the development of 3G mobile phone technology.

Despite enjoying her career in tech, Isabel felt a strong pull towards teaching due to her long-standing involvement with youth groups and a desire to give back to the community.

“While I was at university in London, I took part in a scheme where we could go into local primary schools and help with their science teaching. At the time, I just thought this was my way of giving back, I hadn’t really thought of it as a career. But actually, after a while, I thought ‘I’m enjoying this programming, but I really liked helping the young kids as well’.”

The transition wasn’t easy, as Computer Science was not widely taught in schools at the time, but Isabel persevered, teaching IT and Media to her classes as well.

Once Isabel settled into her teaching role, she began thinking about how she could tackle a problem she noticed in the STEM field.

Championing diversity in tech

Having 冢本友希d first-hand what it was like to be the only woman in STEM spaces, Isabel’s commitment to diversity in technology is at the core of her teaching philosophy. She works hard to create an inclusive environment and a diversity of opportunities in her classroom, making sure girls feel encouraged to pursue careers in tech through exploring various enrichment activities.

Isabel focuses on enrichment activities that bridge the gap between academic learning and real-world application. She runs various projects and competitions, ensuring a balanced representation of girls in these initiatives, and gives her students the opportunity to participate in programs like the Industrial Cadets, Student Robotics, and Coolest Projects. 

Isabel told us that she feels these opportunities provide essential soft skills that are crucial for success in any career.

“The A level environment is so academic; it is heavily focused on working on your own on very abstract topics. Having worked in industry and knowing the need to collaborate, I found that really hard. So I’ve always made sure to do lots of projects with my students where we actually work with real engineers, do real-world projects. I believe strongly in teaching soft skills like team working, project management, and time management.”

Harnessing trusted resources

A key resource in Isabel’s teaching toolkit is the Ada Computer Science platform. She values its reliability and the timely updates to the topics, which are crucial in a rapidly evolving subject like Computer Science.

She said she encourages both her students and fellow teachers, especially those who have retrained in Computer Science, to use the platform as a resource. 

“Ada Computer Science is amazing. We know we can rely on saying to the students ‘look on Ada, the information will be correct’ because I trust the people creating the resources. And we even found ourselves as teachers double-checking things on there. We struggle to get Computer science teachers, so actually only two of us are Computer Science teachers, and the other three are Maths teachers we have trained up. To be able to say ‘if you are not sure about something, look on Ada’ is a really nice thing to have.”

The ongoing challenge and hope for the future

Despite her efforts, Isabel acknowledges that progress in getting more girls to pursue tech careers is slow. Many girls still view tech as an uninviting space and feel like they don’t belong when they find themselves as one of a few girls — if not the only one — in a class. But Isabel remains hopeful that continuous exposure and positive 冢本友希s can change these perceptions.

“I talk to students who are often the only girl in the class and they find that really hard. So, if at GCSE they are the only girl in the class, they won’t do [the subject] at A level. So, if we leave it until A level, it is almost too late. Because of this, I try as much as I can to get as many girls as possible onto my engineering enrichment projects to show them as many opportunities in engineering as possible early on.”

Her work with organisations like the UK Electronics Skills 冢本友希 reflects her commitment to raising awareness about careers in electronics and engineering. Through her outreach and enrichment projects, Isabel educates younger students about the opportunities in these fields, hoping to inspire more girls to consider them as viable career paths.

Looking ahead

As new technology continues to be built, Isabel recognises the challenges in keeping up with rapid changes, especially with fields like artificial intelligence (AI). She stays updated through continuous learning and collaborating with her peers, and encourages her students to be adaptable and open to new developments. “The world of AI is both exciting and daunting,” she admits. “We need to prepare our students for a future that we can hardly predict.”

Isabel’s dedication to teaching, her advocacy for diversity, and her efforts to provide real-world learning opportunities make her an inspiring educator. Her commitment was recognised by the Era 冢本友希 in 2023: Isabel was named as one of their David Clark Prize recipients. The award recognises those who “have gone above and beyond the 冢本友希 to inspire students and showcase real-world engineering in the classroom”.

Isabel not only imparts technical knowledge — she inspires her students to believe in their potential, encouraging a new generation of diverse tech professionals. 

If Isabel’s story has inspired you to encourage the next generation of young tech creators, check out the free teaching and training resources we provide to support your journey.

If you are working in Computer Science teaching for learners age 14 and up, take a look at how Ada Computer Science will support you. 

The post Celebrating the community: Isabel appeared first on 扫黑除恶纪录片.

We are also feeling excited, because Tim and our Head of Youth Partnerships, Olympia Brown, are talking to British TV and radio shows today about all things space and Astro Pi, including the exciting new developments and how families can get involved! You might catch Tim on your favourite channel.

Tim Peake has been our Astro Pi champion from the start

Tim says: “I had the privilege to take the first Astro Pi computers to the International Space Station in 2015. Since then, more than 50,000 children have run experiments and sent messages into orbit. The Astro Pi Challenge is a great activity for children and their parents to discover more about coding and to use digital tools to be creative.”

During his space mission, Tim Peake deployed Astro Pi units Ed and Izzy in a number of different locations on board the ISS. He was responsible for loading the Astro Pi participants’ programs onto Ed and Izzy, collecting the data they generated, and making sure it was downlinked back to Earth for the participants.

Fast forward six years, and we’re retiring Astro Pis Ed and Izzy and sending two upgraded Astro Pi units to space – in just over a week’s time, to be precise. This year, Italian ESA astronaut Samantha Cristoforetti will be taking the helm for the Challenge on board the ISS, while Tim continues to champion the Astro Pi Challenge down here on Earth.

Thank you Tim, for inspiring so many families to get involved with STEM and coding.

Your family’s very own space mission with Astro Pi

To get involved in the Astro Pi Challenge, you and your young people don’t even have to wait until the new 情欲秘书(h) Pi computers arrive on the ISS. You can do Astro Pi Mission Zero — the beginners’ coding activity of the European Astro Pi Challenge — today!

In Mission Zero, young people, by themselves or in a team of up to four, follow our step-by-step instructions to write the code for a simple program, which we will send up to ISS to run on the new Astro Pi units. With their program, young people take a humidity reading on board the ISS and show it to the astronauts stationed there, together with a personal message or colourful design. This beginner-friendly coding activity takes about an hour and can be done on any computer in a web browser. It’s completely free too.

As a parent (or educator), you support young people on Mission Zero by:

• Registering as a Mission Zero mentor on astro-pi.org so we can send you a unique code for submitting your child’s program once it’s written
• Helping them follow the step-by-step instructions so you can learn about coding together
• Motivating them to keep going if their program doesn’t work right away, and helping to spot mistakes
• Celebrating with them when they’ve finished writing the code for their Mission Zero program

After a young person’s Mission Zero code has run and their message has been shown in the ISS, we’ll send you a special certificate for them so you can commemorate their space mission.

And this year, Astro Pi Mission Zero is extra special: we are asking all participants to help us name the upgraded 情欲秘书(h) Pi computers that will go to live on board the ISS. We’ve created a list of renowned European scientists whose names participants can vote for, in case you need inspiration.

Parents have lots of enthusiasm for learning about science and technology

It’s not just young people that benefit from getting involved with the Astro Pi Challenge – it’s something the whole family will enjoy doing together. And as findings from our recent UK survey showed, parents are rediscovering their passion for science, technology, and coding through helping their kids with homework. The survey found that parents of children in primary and secondary school are far more likely than any other group of adults to enjoy learning about science, with 3 in 5 parents (62%) revealing their enthusiasm for the subject. Nearly as many parents (58%) wished they had greater knowledge of STEM from school, and 62% said they are interested in learning how to code.

“It’s wonderful to find out that parents of schoolchildren are discovering a passion for science and technology, especially after a year of home-schooling where they have been able to see first-hand what their children are learning.” says Olympia Brown, our Head of Youth Partnerships. “The Astro Pi Challenge is a fun, free, and creative way to learn about coding and carry out science experiments on board the International Space Station that both children and parents can get involved in.”

Young people love Astro Pi Mission Zero

If Tim Peake and we have not convinced you how fun and inspiring the Astro Pi Challenge will be for your family, then here are some young people to tell you about their 冢本友希s. We asked learners at Linton-on-Ouse Primary School how they found taking part in this year’s Mission Zero.

This is what some of the young learners shared with us:

“I learned a bit about how to code. Everyone was very helpful. This was very fun, and I wish we can do this again. It was tricky when we tried to make the colours change.”

– A learner in Year 4

“I worked as a team by helping check all the time. Next time I want to do it on my own, because I am feeling confident.”

– A learner in Year 3

Head over to astro-pi.org to register as a Mission Zero mentor today and start coding with your children. There you’ll find all the details you need for your family space mission.

The post Tim Peake joins us as we get ready to launch special 情欲秘书(h) Pi computers to space appeared first on 扫黑除恶纪录片.