Growing Crystals, Growing Minds: A STEAM Approach to Introducing Crystallography in Early Education

Crystallography is rarely introduced in early education despite its strong potential to foster inquiry-based chemistry learning through observation, experimentation, and model building. This work presents an STEAM-based educational intervention designed to introduce crystallographic concepts through the integration of experimental activities, narrative, and artistic expression. The proposal was implemented with approximately 420 students across preschool and primary levels, combining crystal growth experiments using sucrose and copper(II) sulfate with a literary framework based on O Veleiro de Crystal. Students engaged in hands-on crystallization activities with sucrose and teacher-guided observation of copper(II) sulfate crystal growth, together with systematic observation and creative production, including drawings and three-dimensional models. The results reveal high levels of student engagement and motivation, as well as the development of early scientific thinking, particularly in relation to crystal growth, material properties, and time-dependent processes. In addition, students demonstrated the ability to connect scientific observations with imaginative interpretation, while collaborative activities supported the development of socio-emotional skills such as teamwork, persistence, and empathy. These findings highlight the potential of crystallography as an effective interdisciplinary context within STEAM education capable of bridging science, art, and humanistic perspectives. The use of low-cost materials, detailed experimental procedures, and accessible methodologies further support the adaptability and reproducibility of this approach, providing a practical framework for introducing crystallography in early chemistry education across diverse educational contexts.