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.
After the brainstorming method, teachers explain the topic of sustainable energy to their groups with examples.*
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.
All the visuals and videos belong and were provided by the Author- Attribution CC-BY