LITTLE STEMISTS

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.

We need employees that are motivated, well prepared and trained now and in future. The STEM areas (Science, Technology, Engineering and Mathematics) are particularly important for the further development of European Economy and welfare. At the moment we have to face the problem that not enough young people are choosing to study or work within these STEM areas. The aim of our project is to close this gap. We intend to develop the student’s interest in STEM topics and to motivate them to work towards further development of modern technologies.

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Adalar STEM Activities

Adalar Public Education Center is proud to share the first experience from our STEM Discovery Week events. We had organized a series of STEAM events dedicated to the STEM Discovery Week 2019 between 13-28 April.

During the STEM Discovery Week, we organized various activities for students in order to learn about sustainable development and understand the importance of the SDGs (Sustainable Development Goals)
 
Activity 1

First of all, we visited the Istanbul Technical University robot Olympics Center with over 90 students. The purpose of this visit was to connect our students with students from other schools. We wanted them to experience STEM applications. Our students benefited from the conferences, studied the designed robots, learned about the materials and programs of the robots in the competitions. They also had the chance to work with 3D printers and were interviewed by the students at the stands. Some students found themselves in a university environment for the first time and talked to the robot. This trip has developed their goals and it was very useful for their future.

More Info: http://ituro.org/en/
https://www.youtube.com/watch?v=DoGwpPANjEM

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Industry as a role model to inquiry-based method at school

I want to describe my experience of the STEM Discovery Week 2018. In addition to my job as a teacher, I also work as a teachers’ trainer at the Faculty of Science Education at Technion, the Israel Institute of Science and Technology.
During the STEM Discovery Week, I did an activity with pre-service teachers and students from the 9th grade, who came to Technion for a visit.

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STEM Pro Panel at St.Paul’s Missionary College, Rabat

As our Year 8 students will soon be selecting subjects to further their studies, we will be hosting a STEM PRO-Panel to introduce students to a variety of STEM Careers through a discussion with professionals. We have invited 4 professionals from the areas of Pharmaceutics, Health, Game design, and Mathematics in Banking. Each professional delivered a 10 minute introduction about his/her sector. Students then joined 1 professional of their choice for a more in depth discussion/interview about the opportunities available in the sector, job descriptions as well as requirements in terms of education and skills. Through this STEM PRO –Panel we hope students can relate science subjects to potential careers and understand how theory covered in schools is translated to the world of work. Our ultimate goal was to inspire students to aim to pursue STEM careers following the selection and appreciation of STEM subjects at school.

 

 

 

 

Tree Huggers vs Oil Cowboys Debate at St.Paul’s Missionary College, Malta

What if a referendum had to take place in Malta about whether we should keep using fossil fossils as our main source of obtaining electrical energy or whether we should switch completely to renewables? Our society (class) is made up of 24 students who are divided into 5 groups. 2 lobby groups composed of 6 members each represent each side of the referendum’s options. The Oil Cowboy group represents the current local system making use of fossil fuels. The Tree Huggers group campaigns in favour of switching to renewable options. Joining our debate are 3 civilian groups with 4 students each. The members of society are our voters. One group of civilians known as “Electric-Malta employees” represents a group of people who are currently employed in the power stations and thus fear loss of their job due to the change. Another group is known as the “skeptics” who are skeptical of both parties, as they have found flaws with both proposals. The final group is called the “health and finance inspectors” that evaluates the changes in terms of health and finance. All groups are provided with age-appropriate literature, while being equipped with the knowledge covered throughout the topic part of Maltese syllabus related to climate change to help them build their arguments. Civilian groups draft questions for both lobby groups. Lobby groups are prepared to defend their point of view, as well as to provide reasonable arguments against the opposing group. The 80 minutes long debate is (in my opinion) very successful in terms of getting the boys to engage in a scientific debate having relevance to every day life.

Introductory speech by Tree Hugger team leader
Introductory speech by Oil Cowboy team leader
Health and Finance inspector raising some questions
As the debate gets heated!
A funny moment!

The primary reason for hosting the debate is to encourage students to experience science in potential real-life situation. Members of the general public nowadays have their say about several issues where society and science converge, such as abortion or the use of GMC. Thus, I think it is important for our students to experience an example of a situation within the context of their daily life that requires the application of scientific knowledge. Students are also encouraged to make use of the critical and creative thinking skills while promoting collaborative learning. Students are also going to practice their presentation and entrepreneurial skills. All the skills mentioned are 21st century skills, which are of ever-growing importance and should be developed in parallel with content learning.