Stephanie Munzone-Loxton l Founder

Stephanie Munzone-Loxton, leader and founder of StemGen Project, is deeply dedicated to promoting STEM and project-based learning. Her passion stems from over a decade of teaching experience, where she witnessed the transformative impact of empowering students to creatively solve real-world problems during her involvement in the University of Sydney STEM Academy program. This experience gave birth to StemGen Project.

StemGen Project revolves around innovative and carefully crafted projects, aimed at developing children’s skills in design thinking, digital technology, and collaborative teamwork—essential abilities for future success. The project’s core goal is to empower children with knowledge and skills in science and technology, enabling them to tackle pressing environmental challenges while fostering a genuine appreciation for our planet.

Ultimately, StemGen Project has the potential to shape a generation of forward-thinking individuals, equipped with innovative solutions and a profound connection to the environment.


Project-Based Workshops

Project Based Learning (PBL) is an active teaching method where students learn by participating in real-world projects.

Our PBL workshops focus on environmental issues, inspiring the next generation of innovators for a sustainable world.

PBL fosters high engagement, purpose, and accountability. Real-world challenges drive meaningful learning and develop critical thinking, collaboration, creativity, and communication skills.

PBL ignites a contagious, creative energy among students and teachers.


Project-Based Workshops

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world, meaningful projects.

Our PBL workshops promote a deep understanding of environmental issues to inspire the next generation of innovators to build a sustainable world.

The PBL structure promotes high engagement, purpose and accountability. Presenting real-world environmental challenges not only makes learning more meaningful but also requires the use of higher-order thinking skills. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

Project Based Learning unleashes a contagious, creative energy among students and teachers. 

Our workshops foster open-ended exploration, providing captivating challenges that extend kids' knowledge in STEM and Geography.

Open-ended workshops.

We offer open-ended workshops for children in Years 3 – 6, aligned with NSW syllabus outcomes. Our projects are designed to have multiple right answers and can be approached in different ways, accommodating diverse learning styles. We believe in stimulating divergent thinking, so there are no predetermined correct outcomes in our workshops. By presenting real-world problems, students engage in authentic learning, using genuine resources and tools. This approach encourages them to think and act like professionals, addressing real problems with intention (Herrington, J. 2014).

Knowledge and understanding of science, innovation and technology is critical to a sustainable future.

Our workshops are open-ended and designed to challenge and extend kids in STEM & Geography.

Open-ended workshops.

Our open-ended workshops for children in Years 3 – 6, are differentiated and aligned to NSW syllabus outcomes. 

The projects in our workshops are designed to have more than one right answer and can be completed in more than one way. We understand that different learners use different types of thinking; therefore our workshops do not have predetermined correct outcomes. Our workshops are provocative and stimulate divergent thinking to engage and excite all our students. 

All the projects in our workshops are real-world problems. This style of authentic learning not only allows students to engage in realistic tasks using real-world resources and tools, but it also provides opportunities for students to learn with intention by thinking and acting like professionals as they address real problems. (Herrington, J. 2014)