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In parallel with the increase in the world population, the growth efforts in the world economy brought environmental problems along with it and created an imbalance between the economy and the environment. The increase in environmental pollution has led western societies to protect the global environment since the 1980s. After the report of the World Commission on Environment and Development in 1987, the concept of sustainable development evolved and began to replace “economic growth no matter what”. In this logical flow, our project primarily examines the international efforts made in the process of globalization and sustainable development and forms the terminological framework of the future subject. Finally, it is to put forward the search for a solution for a sustainable environment.
Sustainable energy, clean technologies, energy efficient buildings, low carbon emission transportation, advanced waste management and providing clean drinking water, sustainable agriculture, sustainable forestry and sustainable fisheries can be counted among these sectors. We participated in the STEM discovery week activities related to sustainable energy resources, 4 provinces from Turkey, 8 schools in Denizli, Istanbul, Gaziantep and Kütahya, and one school from France and Jordan. It is a project with a total of 10 partners.
To show students the fun side of physics lesson and to arouse curiosity.
To raise awareness about increasing the production and use of sustainable energy resources.
To create solutions within the framework of physical science by carrying environmental problems to education.
Creating responsible consumption and production awareness.
Raising awareness about how sustainable cities and living spaces should be
To contribute to the development of the student’s research and investigation skills by developing a sense of curiosity.
To develop a sense of responsibility by producing solutions to the ‘Global Warming’ issue that threatens the world.
Develop research skills and begin to explore wider sources
Promote students’ ICT skills and learn to use technology for educational purposes
Develop language skills: listening, speaking, reading, writing in collaboration with the partner school(s)
Students will prepare a tool set to help them learn about energy sources.
As a result of their collaborative work, students will ensure that the students who cannot reach the “energy resources book” benefit from this book and raise awareness for them.
Students’ interest in physics will increase
They will learn by integrating science into daily life through the use of educational techniques such as project-based learning and brainstorming.
Students will be able to use information technologies and Web 2.0 tools, which are indispensable elements of learning especially during the pandemic process, in education.
By bringing environmental problems to education, solutions will be produced within the framework of physics.
The students will have the chance to share their ideas, experiences and opinions in Turkish and English.
They will learn the regional distribution and use of sustainable energy types.
They will contribute to the development of the student’s research and investigation skills by developing a sense of curiosity.
They will develop a sense of responsibility by finding solutions to the ‘Global Warming’ issue that threatens the world.
Week 1: Using Youtube, Prezi, Canva etc. programs, students share their country, city and school by promoting them.
In order to get acquainted with web 2.0 tools, which is one of the aims of the event, students were asked to use these tools for promotion and sharing. Using presentation programs such as Canva, prezi, they introduced their schools, learned to embed the posts of their city already on the youtube channel on their etwinning page. Gaining this and similar information technology literacy skills is very important, especially during the pandemic period and in gaining 21st century skills.
Week 2: Using the Pixton app, teachers and students prepare avatars and introduce themselves.
We asked students to create avatars with Pixton program due to their age and safe internet usage. Students introduced themselves with the common language, English, in line with the purpose of the event.
Week 3: Research of the students on sustainable energy resources.
We told each school to research sustainable energy types suitable for their particular region and to obtain a product as a result of their research. We shared the types of energy in 2 schools:
Denizli (1)- Kütahya: Hydroelectric Energy
Denizli (2)-Gaziantep-Istanbul: Bioenergy
Denizli (3,4)- Fransa: Solar Energy
Denizli (5)* -Jordan: Wind Energy
* 5 different schools from Denizli participated in the project.
In STEM education, it is important for students to access information and use technology. For this reason, the teachers expressed that the students research and share with each other without directly explaining the types of sustainable energy to their students. Then, ‘What should we do for global warming?’ We asked them to add their ideas to the link below.
Week 4: Regardless of country and city, mixed groups design an assigned energy source.
In STEM education, design is the product that the student should come up with at the end of the education. Students were asked to make a design with the materials in their home and present their designs online. With the peer assessment, the students evaluated their friends. Some of the design process is available in photos.
In this study, Pandemic STEM village houses prepared for the eTwinning project were built. Students will explore how a village house can become self-sufficient by taking advantage of nature. They will design a house in harmony with nature. They will discuss how to benefit from sustainable energy sources while designing the house. As a result, students will use their research, discussion, collaboration, and production skills. They will design a self-sufficient home in harmony with nature.
1. Imagine a home compatible with nature
2. Discover sustainable energy sources
3. Give importance to the self-sufficiency of the house you are going to build.
Natural structures consisting of living and non-living elements living in a certain area and constantly interacting with each other are called ecosystems. The ecosystem consists of two elements. These are living things and non-living things. The living elements that concern us are producers, consumers, and decomposers. The richness of the creatures living in a region in terms of variety and number is called biodiversity.
Biodiversity is an important part of the ecosystem. In short, all living species living in a region constitute the biological diversity of that region.
During the pandemic period, our students stayed at their homes and their technology addiction increased. I aimed for our students to go out of their homes to get rid of their technology addiction and to stay away from crowded environments and pay attention to the diversity of life in their natural environment. In our project assignment, students will go out of their homes and take pictures of plants and animals in their gardens, neighborhoods or villages, and present examples of biodiversity.
I adapted the LS according to ourselves and the pandemic rules and gave my students a project assignment.
Students should be motivated to take pictures creatively. It should also present a biological phenomenon in a way that other students can gain new insights. The captured photographs will serve as a tool for discovering biological variation and should consist not only of beautiful images, but images that meet the biological content well. At the end of the project, students will make a presentation with the pictures they have taken on ecosystem and biodiversity.
Students’ age: 12 (Grade 6)
Duration: 15.03.2021 – 15.04.2021 (1 month)
Any camera technology can be used to take pictures. Use what is available. Cameras from mobile phones and tablets are the most available and have good quality. The lens is fixed but normally a digital zoom can be used. Old style compact cameras are very good because they normally come with a zoom lens which help to explore different framings more easily.
Title selection, sources of speech
Developing and planning the content in accordance with the purpose
Using clear, understandable language – Choosing words that fit the context
Using connecting sentences in parts of speech and slide transitions
Compliance with Powerpoint Presentation Preparation Rules-‘General Principles’
Summing up the subject at the end of the narration
Eye communication and use of body language – Ensuring the participation of the listeners
Compliance with the time allocated for speaking
The restrictions came again due to the pandemic. Schools are closed again. Students could not make their presentations. Assessment will be made after presentations.
The purpose of Shape Your STEAM Career With Morphological Synthesis is to enable students aged 14-18 to recognize their STEAM career opportunities with morphological synthesis (or morphological analysis) method and to shape their own career paths. Morphological synthesis; It is a creative thinking technique used to reveal a product, problem or situation in an original way by blending acquired information with new information in an extraordinary way. At least two objects/ideas/process etc. are required in order to apply the technique that brings innovations together by combining the blended elements by losing their characteristics. Within the scope of morphological synthesis, first the product, situation or problem is determined. Later, some characteristics of the item like objects, ideas, tools, etc. are determined, choices are made within these characteristics, and the selected items are brought together. With this combination, original productions emerge.
You can see our project logo below!
The implementation context
60 students attended the first step of the event and 20 students attended the workshops phase. Through a Google Form shared with the students, their wishes to participate in the career-related workshop to be held were asked. Almost all of the students wanted to attend the workshops. The 20 students with the highest motivation were determined for the workshops to be carried out more efficiently. The records of the workshops were shared with other students and they were also included in the process. All of the students are attended to the computer science department. Due to the pandemic, all activities were held online. Students who are digitally literate are between 14 and 17 years old have taken basic coding training. Their participation and motivation to such events is extremely high.
First step: Our school signed a protocol with Prof. Dr. Serçin KARATAŞ, a STEM Professional. Professor KARATAŞ, who has been involved in numerous STEM projects in Turkey and manages doctoral dissertations on STEM education, will also conduct an online webinar and workshop series for STEM Career with our students. In this step, the steps in The STEM Alliance Guide for Schools document have been implemented. Brief information about the career of STEM Professional, Professor KARATAŞ, is available under this blog.
Second step: On March 5, 2021, Prof. KARATAŞ made a presentation on the importance of coding education and which professions students can choose by improving their coding skills. Approximately 60 students attended the presentation. In her presentation, Prof. KARATAŞ referred to the professions introduced on The STEM Alliance / STE (A) M IT Career Sheets website, helping them to establish a coding relationship with the skills and competencies required by these professions. At the end of the event, studies were carried out for the next step of the project. The activity lasted 75 minutes.
Prof. KARATAŞ gave time to the students by saying a concept, and the students drew pictures for this concept and shared it with the group. She then gave information about the creative thinking dimensions of elaboration, originality, flexibility and fluency and asked students to draw a new drawing. Students paid attention to these 4 dimensions in their new drawings and developed different perspectives. At this stage, She completed the Guess Whosection of the Enhance your teaching to tackle career guidance related learning goals (page 13) activity, which is one of the proposed activities in The STE (A) M IT Guidelines on how to present STEM jobs in classroom document.
She used the SCAMPER technique, one of the creative thinking techniques, in the SWOT my profession section (page 13). In this technique, people are asked questions about the steps that make up the name of the technique, and individuals in the answering position are expected to change an idea and / or object. The students imagined hippos and deer, respectively, by observing and closing. Meanwhile, She asked the students questions and made them think deeply. In the last stage, what would it be like if deer and hippo were one animal?,she asked the students to draw by asking the question. In this way, the students performed the SWOT analysis steps on animals implicitly.
With this workshop, students gained creative thinking skills and prepared for the next workshop. In the next workshop, it aims to enable students to choose a STEM profession by blending different skills and competencies. At the end of the workshop, computer science teacher Selçuk Arslan made a presentation to the students about The STEM Alliance / STE (A) M IT Career Sheets and asked each student to examine a profession in depth and present it to the group in the next workshop.
Fourth step: In the workshop held on April 27, 2021, the students examined and presented the professions on The STEM Alliance / STE (A) M IT Career Sheets site to the group. After the presentation, Prof. KARATAŞ made applications for morphological synthesis with students and also talked about another creative thinking technique, guided brain storm. In the last part of the workshop, it was moved to the section Introduction to job searching (page 14) in the source of The STE (A) M IT Guidelines on how to present STEM jobs in classroom. In this context, the students were asked to choose a profession by using The STEM Alliance / STE (A) M IT Career Sheets with morphological synthesis method and design an imaginary LinkedIn profile for this profession. Students’ questions were answered and 1 day was given.
This study will be evaluated as the learning outcomes of the workshop. With the feedback form prepared, the session was ended by receiving the feedback of the students regarding the process. The activity lasted 120 minutes.
The learning outcome of this activity is that students identify a STEM profession with morphological synthesis method and imagine this profession with a LinkedIn profile design. Students will have the opportunity to reflect on the profession they have chosen by reflecting the knowledge of the profession they have chosen or imagined, the required skills and competencies, the certificate programs they need to complete, etc. on their profiles. Some examples of learning outcomes are presented below.
Student Comments: Atilla, who wants to be an Astro Game Producer, wants to introduce the recently popular space field to the people with his games. That’s why he combined game design with space. He dreamed of taking Gamification, Basic Space Training, Unity and Unreal Engine and Game Design, and Mobile Programming with Flutter. He completed the profile of his dream profession by adding that he is competent in game design, coding skills and the awards he received.
My purpose of doing this activity is to introduce career opportunities to students through cooperation in STEM education. We conducted a long-term study with Prof. Dr. Serçin KARATAŞ, one of the professionals in the STEM field in Turkey. We have achieved invaluable learning outcomes. My advice to other educators who will do this kind of work is to establish the right cooperation first. While establishing these collaborations, using the STEM Alliance and STE (A) M IT documents mentioned in this blog will make their work easier. These documents, which guided us while designing this study with Prof Karataş, attracted the attention of our students. Apart from these documents, sources for morphological synthesis, which is Prof. KARATAŞ’s area of expertise, were also used. Although all activities were online, they were carried out practically in abundance. Documents for morphological synthesis used by Prof Karataş are listed below: https://files.eric.ed.gov/fulltext/EJ1165732.pdf http://www.swemorph.com/ma.html
The process was both very instructive for both the teacher and students, the progress of the participating students in both creative thinking processes was magnificent and it was great to observe the differentiation in students’ choice of profession. While watching the students’ career development journey, both Selçuk teacher and the STEM Professional Prof. Serçin KARATAŞ had also opportunity to draw attention of their professional development. At the end of this study, we believe that the career paths of the students participating in this study will be very different than before they joined the study. As the Great Leader Atatürk said, “The rising new generation, you are the future.”
I would like to thank STEM Professional, Prof. KARATAŞ, for this work, which I believe to be both unique and beneficial for my students, and STEM Alliance and STEAM (IT) for the documents we benefited during the event. I wish that more students prefer STEAM fields …
STEM Professional, Prof. Dr. Serçin KARATAŞ
Sercin Karatas is a Professor at the department of Computer Education and Instructional Technology, Gazi University in Turkey. She got her PhD degree from Ankara University (Educational Technology). She got her Bachelor and MSc degrees from Department of Computer Science Education at Gazi University. While she was a student at the university, she also worked for Siemens Business Services as a part-time PC and Network Support Specialist for three years. She has more than 20 years’ experience in focusing on the theoretical and applications of online learning and creative thinking in learning environments. Her research area includes theories and applications of online learning, instructional design, design principles for online learning, interaction in online learning, L(C)MS, and creativity for (online) learning and gamification in learning. She has many national and international articles, reports and book chapters on these issues. In this field, she has conducted various courses, seminars and trainings both face-to-face and online, from pre-service to doctoral level. She has also been working as an instructor, researcher, and consultant in Scientific Research Projects. She also works for Erasmus+ projects. In one of the continuing Erasmus+ Project titled Standardization of STEM and Coding Trainings, she is leading the Gazi University team as a partner organization. She is one of the authors of the book titled Different Approaches in STEM Trainers’ Training has recently published in March 2021, and again she is one of the authors of the book titled ‘Key Approaches for The Training of Coding Trainers’ is in publish. She was also a researcher in the coordinator team of the Erasmus + Project titled ‘Strategies for Talented and Gifted Pupils’ Teachers’. She was responsible for analyzing, designing, producing and evaluation process of the animations for the teachers. She was the director of Center of Distance Education at Gazi University in 2018-2019. She is leading a Community of Online Learning: Research & Development till February 2021. She has consulted numerous master’s and doctoral thesis related to STEM education. For her STEM Trainers’ Training Book: https://yegitek.meb.gov.tr/STEAMENG/mobile/index.html
I have chosen this Learning Scenario for the Secondary school Biology students ( First class). They have just started doing Unit Ecology , subject theme – The Maintenance of the Balanced State .
There are 25 students in the class and this scenario I have used for the 4th group called –Economise .
The teaching is carried out online in the virtual classroom by using the Zoom application .Before this Unit the students have calculated their personal Ecological Footprint. The results have encouraged them to think about the analises and ideas how to reduce their personal Ecological Footprint . Taking into consideration the results , the students are divided into 5 groups and every group has 5 students.
The 1st group: Reduce-reduce the waste amount –Students have researched the ways how to separate the waste properly and presented it to its collegues.
The 2nd group: Recover, Recycle Reuse – use it one more time – they have made the pillows by using the old shirts; recycle or rework.
The 3rd group: Educate – educate and become aware:students have organised to take part in the radio show on the subject of Ecological Footprint. The aimed group : collegues and citizens
The 4th group: Economise – reduce the expenses, research the biggest electrical energy consumers (Anex 3) from LS, as well as the biggest water consumers in their household.
The 5th group: Enforce – apply the law in practice using web page of the association ODRAZ, research the pubblication New challenge –Sustainable development global goals up to 2030.
B. 1.2.The student analyses the maintenance of the balanced state in nature bringing together it own behaviour and the responsability with sustainable development.
B.1.2.2. The student analyses the antropogenic influence on the dinamic balance of nature and discusses about the ways of preventing and/or refurbishing of the contamination/ pollution
D.1.1 The student applies the basic principles and methodology of the scientific research and describes the development of scientific thought during the history
In order to encourage students and their families to a rational water consumption , it would be a good idea that students together with their families do a rational water consumption in a period of a month ( later they can compare their bills before/after the rational water consumption ). Except this way of calculation , students can visit the closest water storage where the pumps waste/spend the electricity while pumping water in order to be delivered to our homes. They need to calculate the electricity consumption in this process and to compare the electricity consumption with solar panels. The attention should be payed also to the city infrastructure itself ( the age of the plumps, irregularity of the water-gauge ).
To motivate students, except the results of the Ecological Footprint , they can use the next link :