In the society we live in, equal living conditions create a big problem for disadvantaged groups. In the disadvantaged group; There are the elderly, the disabled, and children. People in this group should be given more opportunities. The disadvantaged group should be treated fairly, not equally. These groups lag behind other people in terms of both their movements and opportunities. Therefore, the disadvantaged group should have privileges.
Introduction
Within the scope of our eTwinning project ‘Keys Of Life eTwinning Project’, which was carried out with the participation of 6 school teachers and students from 5 different countries; In the 2021-2022 academic year, citizenship education was given to 64 primary school students (Turkey), 17 primary school students (Slovakia), 15 primary school students (Italy), 26 primary school students (Romania), 20 primary school students (Bulgaria).
The aim of this study is to design fair STEM solutions in social life for the students participating in the project. Bringing together the concepts of Justice and Equality with STEM solutions. Students provided justice STEM solutions to the problems faced by disadvantaged groups in equal situations. https://teacherzeynepoztoprak.weebly.com/keys-of-life-etwinning-project.html
Methods
The students watched Lafounten’s Tale of the Fox and the Stork, which includes the concepts of justice and equality. They learned the concepts of equality and justice. Students researched the problems of disadvantaged groups in society. With this study, the students saw that the equality in society is a problem for the disadvantaged. They created their problem situations accordingly.
Students developed solution ideas for problem situations. The groups met and discussed their solutions. They searched for similar designs they found. Students drew their designs at the end of their work.
Results
Students saw that in social life, equality situations are not justice for disadvantaged groups.They empathized with them while making their designs. They made their designs to make the lives of disadvantaged groups easier. Students became aware of disadvantaged groups in their daily lives.
Today, Cargo Transportation, cargo has an important place. People want products that are not around for their needs from different places. We use cargo to send things to people we know. In this study, students will make designs for the problems experienced in cargo transportation with STEM. They will make these designs with Lego blocks and Lego Wedo 2.0.
1-Systematic thinking, problem solving, the ability to see the relationships between events.
2-Providing creative thinking.
3- Give them the ability to produce by entertaining them.
STEM is looking for solutions to everyday life problems. Robotic coding activities make students’ designs tangible. Students complete the Engineering Department of STEM with robotic coding.
STEM Method
Students were given eigenvalue training in each study. With these trainings, group work and imagination developed. Our theme this year; ‘Cargo Transportation’. For the problem situation; scenario transferred. Students do research to find a solution to the problem situation. The teacher brings together the expert on the subject with the children. The children spoke to the experts. Students make drawings and animations for the solutions they have designed. They come together and design the best solution with lego blocks.
Our Work
Students work collaboratively in their studies. They take part in all stages. it is believed that the student takes part in every stage. Students share sections and studies. They make drawings by designing their solutions. This work improves their imagination. Students discuss their drawings and plan a joint design. This work also improves their speaking ability. Students test by experimenting with code designs to move blocks. This boosts improve their engineering skills.
Students receive Scratch training to design their animations. They receive Lego Wedo 2.0 pieces of training to code moving parts
At the end of the event; students presented the project and the designs of the project products to all stakeholders (student families, other teachers in the school, experts involved in the study).
Check out the videos of our activities on the links below:
Today, especially with the development of industry, the destruction of nature has reached such points that with global warming, climates have changed, and glaciers at the poles have begun to thaw. Air pollution, water pollution, soil pollution, forest decline, unplanned urbanization, nuclear waste and similar environmental problems continue to increase. This rapid deterioration of the natural environment is a harbinger of much larger disasters. In order to prevent this situation, measures must be taken around the world and all people must be aware. Sustainability is to ensure the use of natural resources without harming the conditions in which future generations can meet their needs, and to determine an appropriate social order and living standards
The aim of this study is to raise awareness about the causes of environmental problems with the various activities of the students participating in the project. With Climate Change Education, it is necessary to ensure that students both find solutions to problems and organize their lifestyles in order to reduce these problems in daily life..https://worldiaryetwinning.blogspot.com/
1-INSTRODUCTİON
Our eTwinning project, which was carried out with the participation of 7school teachers and students from 4 different countries, is within the scope of the My World Diary eTwinning Project, in the 2020-2021 academic year; 93 Primary School student (Turkey), 25 Elementary School student (Slovakia), 14 Elementary School student (Italy), 25 Elementary School student (Romania), 25 A primary school student (Greece) was given climate change awareness training.
In the schools participating in the project, it consists of applications for students participating in climate change awareness education to raise awareness of climate change problems and to produce their own solutions to environmental problems.
2- CLIMATE CHANGE EDUCATION METHOD
HOW CAN START TO CLIMATE CHANGE EDUCATİON?
At the beginning of the project; teachers completed the Exploring Nature-Based Solutions in Your Classroom course at European Schoolnet.
Students participating in the project were shown videos about problems. After the videos they watched, the students prepared a concept map related to the causes and consequences of climate change. Students took short notes in their learning logs after each activity. They made pictures of what they learned. In this way, students were able to discover the factors that cause problems.
The study continued with students discovering problems that cause climate change at home and outdoors. Students designed solutions for the problems they identified.
They designed a brochure for their parents to help waste electricity and water in their homes. Students made grocery bags from their old t-shirts. Thus, they applied their solutions at home. They grew seedlings from seeds of acorns for their environment.
Students’ workConcept map – Students design from 5 Countries
Students from different countries came together to prepare concept maps on climate change, public spots for their parents. At the end of the project, the students sang the song c together. Students from different countries came together and prepared the children’s Convention on Climate Change. All students involved in the project signed the contract.
Students Webinar- My World Diary eTwinning Project
During the activities, students guided only within their needs; their products were evaluated. The climate change awareness training process has been closely monitored with the assessments made.
3- FINDINGS AND COMMENTS
From 4 countries 182 according to the data obtained from primary school students, students participating in the activities in the draft project have created solutions to the problems they have identified within the framework of the activities they have determined about their wishes. It has been observed that the solutions and inventions of the students are original and creative.
It has been observed that ; Students ‘ imagination and problem-solving abilities develop in the right proportion with these activities. Thanks to the activities, he revealed that students adopt an environmentally friendly lifestyle.
4- RESULT
Students have observed to explore climate change issues in which they participate. In addition, it has been observed that the education in which students receive suggestions for solutions to the problems they have identified and designs for inventions is at the level of analysis.
Climate change awareness education will be given during primary school and will allow students to develop their awareness in this area.
It has shown that students are more easily transferred to their lifestyles by transferring them to practice rather than theory as thought for these trainings.
All the visuals and photos belong to the Author – Attribution CC-BY
In Stem education, students integrate science and mathematics courses in the school with other courses. Students make engineering designs using technology. In these studies, students bring solutions to their daily problems in their lives. Through STEM education, students develop their problem-solving abilities.
1-INSTRODUCTİON
Our eTwinning project with the participation of 8 school teachers and students from 4 different countries within the scope of ‘Step By Step STEM eTwinning project’; 2020-2021 academic year; 64 primary school students (Turkey), 40 Elementary School student (Slovakia), 32 Elementary School student (Italy), 25 The primary school student (Romania) was given STEM education.
In the project, sustainability citizenship issues were integrated into the STEM education provided. These STEM activities designed by students, it consists of applications related to creating their own solutions to environmental problems.
In the schools participating in the project, it consists of applications for students to create awareness by designing solutions to daily life problems and to produce their own solutions to environmental problems.
2 – AIMS OF STEM EDUCATION
the requirements of the century have led countries to change their policies in areas such as science, technology, politics, economics and education. Countries now need qualified individuals who produce, question events from different windows. These individuals develop different educational approaches. It is very important that they integrate them into the country system. In fact, the STEM approach is one of the last examples of this worldwide (Karakaya, Avgin and Yilmaz, 2018A).
In other words, STEM is the focus of knowledge and skills belonging to the fields of Science-Technology-Engineering and mathematics on engineering design. It is an educational approach that aims to provide students with interdisciplinary cooperation, open communication, ethical values, problem solving skills using research, production and creativity. (Commandments and Korkmaz, 2016; Karakaya and others, 2018a).
The aim of this study is to raise awareness of the causes of environmental pollution by STEM activities of the students participating in the project. With this education; It is necessary to ensure that students both produce solutions to problems and to ensure that students regulate their lifestyle in order to reduce these problems in daily life.
3- METHOD
HOW CAN START STEM EDUCATION?
At the first stage, the teachers who participated in the project received seminars on STEM projects and Scientix projects from Dr. Tunç Erdal Akdur, the scientist Coordinator of Turkey. After the seminar, teachers formed STEM teams in their schools. Teachers designed learning scenarios for the project.
Teacher webinar- Teacher leaned how can design STEM activities
Students who participated in the project learned about the problem in the STEM script. In each learning scenario, a solution to an environmental problem is sought. Scenarios for achievements in countries ‘ curricula 21.built according to Century Skills.
Students watched videos and animations for the event. After the videos they watched, the students created solution suggestions. In this way, students were able to discover the factors that cause problems. Students designed solutions and inventions for the problems they identified. Students from different countries came together and designed various products to raise awareness about environmental pollution. During the activities; students guided only within their needs; their products were evaluated. The STEM education process has been closely followed with the evaluations made.
Designed online webinars; students, engineers met. At the meeting, the engineers described their profession. Students asked what they were curious about the engineering professions. Thanks to the event, students became familiar with engineering professions.
Students webinar- Students met engineers
The studies were added to the STEM School Label profiles of the schools. At the end of the studies, schools were eligible for the STEM School Label.
4. FINDINGS AND INTERPRETATIONS
According to data obtained from 151 primary school students from 4 countries, students participating in the activities. In the project draft have created solutions to the problems they have identified within the framework of the activities they have determined about their wishes. In the activities, it was observed that the solutions and inventions of the students were original and creative.https://stepbystepstem.blogspot.com/
It has been observed that students ‘ imagination and problem-solving abilities develop in the right proportion with these activities. Thanks to the activities, it has enabled students to both provide solutions to problems and regulate their lifestyle to reduce these problems in daily life.
5. RESULTS
It has been observed that students explore environmental pollution problems with STEM education they attend. In addition, it has been observed that the education in which students receive suggestions for solutions to the problems they have identified and designs for inventions is at the level of analysis.
Students’activities-
By providing STEM education during primary school, it will give students the opportunity to both provide solutions to problems and regulate their lifestyle to reduce these problems in daily life.
It has shown that; students are more easily transferred to their lifestyles by transferring them to practice rather than theory as thought for these trainings.https://padlet.com/dusanabuchtova/oimh2j4xm0e7ysh6
REFERENCES eTwinning projects.: Nature Protectors Karakaya, F., Avgin, P. S. and Yilmaz, m. (2018a). Interest of Secondary School students in the professions of fentechnologyengineering-mathematics (FeTeMM). Ihlara Journal Of Educational Research, 3 (1), 36-53.
Commandment, B. and he is not afraid, d. (2016). FeTeMM awareness scale (FFO): validity and reliability study. Turkish Journal Of Science Education, 13 (2),61-76.
With our step by Step STEM eTwinning project, it aims to integrate STEM with the solution of nature-oriented daily life problems for our students . Daily life problems occurring in nature constitute the starting point of our project.
Why İmportand Systainable Energy?
The importance of Sustainable Energy has recently become better understood. Students need to recognize sustainable energy types. It’s important to raise awareness about this. At our event, we processed wind energy, a type of sustainable energy. How can we get electrical energy from wind? we looked for a solution to his question.
We designed our workshop for the Step By Step STEM eTwinning project. In the study, we gave students a problem with the type of sustainable energy. Students sought solutions to the problem through STEM steps. We held workshop events with 4 sessions. Students will find a solution for generating electrical energy from wind energy.
