Within the scope of the “STEM Discovery Campaign 2020” organized by Scientix in European countries, I, as a science teacher at Emine Emir Şahbaz Science and Art Center, organized an online STEM activity “Build your own weather station” with my students being 9 to 12 years old between 13 – 19 of April, 2020.
My aim in organizing this activity was to develop scientific and engineering process skills by directing them to research, questioning, and design with the online STEM event that I organized during these difficult times when I am separated from my students. To achieve this goal, I dealt with the weather events that concern us in our daily lives. I thought to develop Science, Technology, Engineering, and Math skills by having my students’ design tools to measure weather events like a scientist, mathematically express and predict their measurements. Based on these ideas, I decided to implement the learning scenario called “The weather in our town!”
Within the scope of the “STEM Discovery Campaign 2020” organized by Scientix in European countries, I, as a science teacher at Emine Emir Şahbaz Science and Art Center, organized an online STEM activity “Don’t Fear Be Aware” with my students being 9 to 12 years old between 20 – 26 of April, 2020.
My aim in organizing this activity was to develop scientific and engineering process skills by directing my students to research, questioning, and design with the online STEM event that I organized during these difficult times when I am separated from my students. To achieve this goal, I dealt with the earthquake, one of the most significant natural disasters that concerns our country. Due to its geographical position, Turkey is a country located in the world’s most important earthquake zones. Compared with countries located in earthquake zones, Turkey takes place in the front row in terms of life and property losses caused by the earthquake. I believe that it is necessary to raise awareness about earthquakes at a young age to change this situation. I wanted to raise this awareness with this STEM activity where my young students could grasp the earthquake dynamics, learn how to measure the earthquake, and discover how to design earthquake-resistant buildings.
As a science teacher, I organized an online activity called “Bioeconomy for a Sustainable Future” with my students ranged in age from 9 years to 12 years between 6 – 19 April 2020. At the end of this activity, students are expected to learn the concept of bioeconomy and increase their awareness of bioeconomy. I believe that this awareness will have a great share in creating environmental awareness among students who will shape our future. I started my activity by introducing the concept of bioeconomy, a new concept for my students. I tried to draw attention by giving examples of the positive changes that can be achieved by using bioeconomy in our lives. To keep the attention and desire on the subject, I prepared videos, discussions, online educational materials, games, and experiments to prevent Covid-19 pandemic by preparing disinfectant from organic waste.
As a result of all these entertaining activities, my students actively participating in the process have recognized the concept of bioeconomy and have contributed to bioeconomy by transforming the organic waste they collected in their homes into new products that can be used. As a result of the feedback of my students, seeing that they look at their environment from a different perspective shows that this activity has reached its goal. I am more hopeful about the future.
Water’STEM is an eTwinning project. The purpose of our project was to encourage our students to learn about water from a young age and make it a habit to use water economically.
In our project, the attention was drawn to every environment in which we are facing the danger of running out of water resources in the future. Also, to raise awareness about preschool education and to support STEM activities.
The objectives of our project were:
To teach students the importance of water in our lives from a young age
To provide students with information about water consumption
To increase environmental awareness about water consumption
To produce solutions to water problems using the STEM approach
The project was co-founded in Turkey and Slovakia. Teachers from schools in Slovakia, Lithuania, Romania, Bulgaria and Turkey were involved in this project as partners from five different countries. From Turkey, the schools from Konya, Istanbul, Ankara, Nigde and Sakarya provinces joined. The project has 15 partner, 9 coming from Turkey and 6 from Europe. In total, 250 students were involved in the project.
In the 2020 STEM Discovery Campaign, we are presenting our socially significant project, which we called “The Green LEGO School”. We are the PMGKN Little Robotics team at High School of Math and Science “Prof. Emanuil Ivanov” Kyustendil. We met twice a week at school before school closure and now because of COVID-19 we meet in a virtual classroom.
We have a LEGO Mindstormrobot that we use to accomplish our missions. We work as a team, by trials and errors and getting better. Our team member Vanessa:
“Our team is very positive, it has an age group of 5th – 7th grade classes, which makes it even funnier and cooler”.
We get along with each other very well. All of us аrе doing something that we are good at. “Problem-solving and decision-making are important to us to achieve our goal – learning to allocate our time, our roles, to work together. We get guidance from our mentors. We are very pleased when our missions are successful and we come up with interesting things.”
Finding and displaying the environmental problem
We are part of Robotics for Bulgariainitiative and they have challenged us this season to solve a particular problem in the area of settlements. How do we imagine the city of the future and what are its problems?