Balancing creative freedom with the need to organize a project is one of the biggest challenges for those working with STEM projects in the classroom. How can teachers give students the space to imagine, explore, and propose ideas without letting the project lose direction, momentum, or focus? This tension between creativity and structure often emerges in the earliest stages of a project.
Nicole Lasso, a specialist in Computer Science and Social Innovation, emphasizes that this balance is essential for turning ideas into projects. Lasso argues that creativity does not flourish in the absence of structure, but rather within a clear process that helps transform an idea into an impactful solution.
The expert coordinates the National Network of Clubhouse Corners, at Panama’s National Secretariat of Science and Technology (SENACYT), promoting the purposeful use of technology SENACYT is one of the partners of Solve for Tomorrow Central America and the Caribbean and promotes creative and inclusive STEAM spaces that strengthen critical thinking, experimentation and the empowerment of girls, boys and young people.
Lasso then shares five recommendations for teachers to accompany STEM projects in a more creative and organized way:
1. Start by understanding the problem, not looking for a solution
Lasso explains that one of the most common mistakes in youth projects is coming up with a solution before fully understanding the problem they are trying to solve. “The projects that impressed me most started with an honest observation of the environment, with uncomfortable questions, and a willingness to add different eyes,” she explains.
When the topic also affects the team directly – when it is something that affects them or someone close to them, the project purpose gains greater strength and meaning. “Ideation without understanding the problem produces ideas that shine one moment and then do not hold in time,” she says.
2. Use structure as an ally of creativity
There is a common perception that planning too much limits imagination. Nicole argues just the opposite: having clarity about tasks, times and priorities creates a safe environment for creativity to flourish. “Young people already live with a considerable level of chaos: schedules, social networks, interpersonal relationships, hormones, academic pressures. An adult who comes to offer them more chaos disguised as freedom is not giving them anything useful,’ she reflects.
In projects that last several weeks or months, initial motivation often decreases. At this point, discipline and good organization help the team stay engaged and keep moving forward, even when difficulties arise.
“And here is something worth mentioning: motivation starts the engine, but discipline keeps it running,” she says.
3. Teach how to use social media with intent
Lasso believes that social media can become a powerful tool for STEM projects. They can help students find inspiration, discover references, connect with specialists, and quickly access useful information.
But social media can also become a constant source of distraction. The key is not to ban them, but to teach students to ask themselves: Am I here looking for something specific, or am I just following what the algorithm shows me? Using them with a clear purpose helps to make better use of project time.
4. Look for people who have already traveled that path
Projects have to start from scratch. Bringing students closer to people with experience (teachers, researchers, professionals, or community members, for example) can save time, help avoid mistakes, and open up new possibilities.
“Someone with experience tells you what to avoid, what to prioritize, and where not to waste energy. Listening to feedback, even when it’s uncomfortable, is a practice that young people can carry with them far beyond the project,” she explains.
5. Make room for rest and reflection
In a STEM project, not all learning happens while something is being produced. “Finally, and perhaps most counterintuitively, rest and boredom are not the opposite of creative productivity, but part of it,” she points out.
Reading fewer sources but engaging with them more deeply, taking time to reflect, and allowing moments of rest can be much more valuable than constantly consuming information. “Teaching a young person to stop isn’t about wasting time. It’s about teaching them to think,” she concludes.
