The results of this activity with primary school students are as follows:
First of all, the students discovered the environment. We asked some questions to the students. Can you do something about the garbage? What are recyclable materials and what are the measures to be taken for less waste? We did an online course activity through Zoom and asked some questions. We shared photos of our natural and artificial products with Padlet. Students thought and designed what they could do with artificial materials for the “Garbage Museum”. They organized an online exhibition for the resulting natural and artificial objects. I wanted them to explore the environment, realize the damage they caused to the environment, find solutions to these problems and exhibit the concrete examples they prepared in the museum.
Turkey is located in a region of earthquakes. Many earthquakes occur in our country. On October 30, 2020, an earthquake with a magnitude of 6.6 occurred in Izmir. Our students wanted to do a study on this subject. First of all, they started by doing research on earthquakes. What is an earthquake? How does it occur? They then discussed what they could do to minimize damage to homes from the earthquake. Due to Covid-19, all interviews took place online.
Our students used the following instruction as an example for this study.
INSTRUCTIONS FOR EARTHQUAKE RESISTANT BUILDING DESIGN
The strength and durability of our homes will ensure our survival in a possible earthquake. The design of earthquake-resistant structures is one of the important work areas of civil engineers. You are also expected to design and present an earthquake-resistant building model by thinking and working like an engineer.
On February 11, 2021, we held a workshop as part of the celebration of Safer Internet Day and the STEM campaign 2021. The theme of the event is the TikTok “Blackout” challenge. Recent tragic events related to this challenge have shaken the world. In just a few days, several children aged 10 and 11 died as a result of this challenge.
The aim of the workshop is to acquaint students with the dangers of such challenges on social networks.
Students from Bosnia and Herzegovina prepared a presentation related to this tragic challenge. The presentation shows the definition of challenges, videos, and newspaper articles that report on events related to the “Blackout” challenge.
The “choking game” is a trend among children and young people. The challenge involves children putting a strap around their neck, tightening it, and recording the act with a smartphone until they faint. Kids watching the footage are funny at first and then get scared if a friend will come back from unconsciousness.
After the presentation, we had a discussion. Students tried to answer the question: “Why are there such challenges, how to prevent them?” Most students agree that watching and participating in such challenges is a result of the drama, adrenaline, and popularity that virtual video reviews bring. The excitement that students should feel at a sports competition, a well-solved test, and hanging out with friends has been replaced by such challenges.
Psychologists agree that children accept such challenges on social media because of poor risk assessment, and then it turns into a tragedy. The younger the child, the worse the risk assessment and understanding of the consequences. It is a great responsibility of parents to follow on social networks what their children are doing. Parents need to know which apps the child is visiting, what they are watching, and who they are corresponding with. It is necessary to act preventively through education.
We concluded that it was necessary to remove the challenge and punish inappropriate behavior. TikTok has called on all users to report all those participating in the “Blackout” challenge in hopes of preventing its spread. You can solve the “Blackout” challenge by clicking on the white arrow on the right side of the image and then clicking on “report”. You can then select the category “Suicide, Self-harm and Dangerous Acts”.
On this topic students from Croatia prepared the task “Design your social network”. Through the task, students are guided by the basic principles of Internet security and netiquette on the Internet. The workshop was useful and we learned a lot of useful information. The main goal of the workshop is to educate students to recognize dangerous challenges, warn of them and report to parents or teachers.
The workshop was useful and we learned a lot of useful information. The main goal of the workshop is to educate students to recognize such challenges, warn of the dangers of them and report to TikTok, parents or teachers.
The event “From compost to meta-competence” took place on February 24, 2021 from 3 pm to 5 pm, by using the online Classroom platform because in our locality the education takes place online.
The activity was carried out by the mathematics teacher Voinea-Axinte Costica in the 10th grade of high school in the online presence of five teachers from the school. Sustainability education is a prerequisite for post-crisis economic competitiveness COVID 19. Composting is a good excuse to motivate the study of STEM disciplines in the context of climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. Competence for sustainability, which will be increasingly in demand in the labor market, such as leadership, will be a meta-competence that includes both multidisciplinary knowledge and all classical transversal competencies. It is obvious that such competence cannot be learned in a course, but it must be trained throughout the education because some of the included competencies can be and it is more effective to be developed from an early age. In my teaching endeavor, I tried to develop environmental protection skills starting from learned notions to biology, geography, chemistry, mathematics, ecology but I took into account the fact that many students are from rural areas and have knowledge related to compost. The webinar was the first step. In the other online webinars I will use interactive, collaborative, integrative methods, adapted to the age level, multiple intelligences, and different learning styles with the participation of fellow teachers of physics, chemistry, biology, and geography to present students specific notions of disciplines and curricular contents necessary for understanding. phenomena that take place in compost. The theme of the webinar was one of the main objectives of creating a human resource that can develop a sustainable economy and communities. The approach uses innovative teaching techniques, teaching models such as integrative studies, project-based learning or problems, the main themes of the curriculum can be enriched with current themes of the planet and human life and approached through participatory methods that develop in children and young people the motivation to learning, transversal competences, including innovation, creativity, and independence in thinking necessary for sustainability competence. Sustainability in education does not mean creating a separate course added to the topics of mathematics, physics, chemistry, biology, but it means including the key themes of sustainable development in everyday teaching and learning. Making compost is a good excuse to motivate the study of climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. These webinars motivate and mobilize students and make them change their behavior and act for sustainable development. My students were happy with the approach taken, they were actively involved, they shared their experience related to the subject of the webinar and they proved the desire to implement the studied notions.
Hello, I am a primary school teacher in Turkey. I and my students participate in eTwinning projects that involve STEM education.
In the activity that I organised on 6 – 10 April 2020, we covered the issue of helping people around us or, in other words, solidarity. Our activity is based on the acquisition of life science skills. We asked the students to observe their home places. Students observed their families for a week. They listed the issues their families faced. Then we wanted to choose the most important of these issues.
Then, the subject of geometric bodies was studied in detail. We taught students concepts such as cube and square prism in math class. Then we asked the families to design a solution product. Due to the Covid-19 pandemic, students drew and later made their 3D designs at home. At this stage, they used waste materials at home.