SUSTAINABLE ENERGY SUSTAINABLE FUTURE

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.

GOALS

  • 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)

EXPECTED RESULTS

  • 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.

WORKING PROCESS

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.

https://drive.google.com/file/d/1hAfM7Lq8TKPkC2EyH-VUaDGs3io-3fq8/view?usp=sharing

https://drive.google.com/file/d/1Q6RnWRS9ajiweiLDTBDZ64NVmF15W6k7/view?usp=sharing


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.

https://drive.google.com/file/d/19EKaarhYBykGJCDaaGEAsEdLtYSFWXpE/view?usp=sharing

https://drive.google.com/file/d/1ej_ljzOBGoWtMRucGh8xph2Ux1c_EVbi/view?usp=sharing

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.

https://www.mindmeister.com/1865628445/what-precautions-must-we-take-against-global-warming

https://drive.google.com/file/d/1NEw1ZKLJVXZtiIE3jC_jvuU01ooqJXJt/view?usp=sharing

https://drive.google.com/file/d/1uIuzGDJ1vaDWzzzWkr_PV5yDc72RXbY2/view?usp=sharing

https://drive.google.com/file/d/1BPfaPWwOCXdPvf5XEGO0w41tc6zsJ49Q/view?usp=sharing

After the brainstorming method, teachers explain the topic of sustainable energy to their groups with examples.*

*https://drive.google.com/file/d/1_r5MjTmMETxZQjOZqJAbhClPAtsW7IHG/view?usp=sharing


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.

https://drive.google.com/file/d/1NM-IrDJPxfwu0pfDuOyaoz-tFuBTTSDf/view?usp=sharing

https://drive.google.com/file/d/1NjKOsnrmrkaF39UDhlqPw5lUMFHuFpIy/view?usp=sharing

All the visuals and videos belong and were provided by the Author- Attribution CC-BY

DIGI TV

Navigating through information in digital age

Today, the importance of digital literacy has increased with the development of technology. Therefore, it is necessary to protect our next generation students from information pollution and misleading news. We divided our students into four groups at DIGI TV. The first group worked figured out positive and negative information about the news. The second group was an announcer and gave information about safe Internet use. The third group made a presentation about cyber and peer bullying. The last group gave information about conscious digital citizenship. As a result, they learned how to keep up with the digital age with the TV they made.

How did it start?

Our Digital STEM project aims to increase the interest of our students in the fields of science, technology, mathematics and engineering. Apart from this, it is aimed to train students who can think creatively, solve problems and have 21st-century skills by integrating STEM disciplines with each other. In our project, Ayşe attended the safe Internet lesson given in her school. In this lesson, they learned that not every information they heard on every television was correct and that they had to investigate. She decided to tell this information to her brother through play. Upon this, she became a news presenter by making a television.

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EXCUSE ME, THE SPACESHIP IS FOR A NEW PLANET?

Education in constantly changing world

It is an undeniable fact that the time our children live will be very different from the time we live. So the knowledge and skills that our children need to acquire will surely be different. The aim of education in the 21st century is to raise individuals who are sensitive to the environment, respectful to nature, who feel responsible for the society and planet they live in, and who have a developed citizenship awareness. Because the world is changing at such a rate that even it is surprising! It is very important to raise awareness for our students in order to leave a livable world to new generations.

LEARNING SCENARIO

Have you ever thought what do we do if our world becomes uninhabitable? What if the world expels us one day, where do we go? What challenges do we have to deal with? How do we settle? Is it possible to live on another planet? 

Abstract

Here I wrote this learning scenario to learn the answers that my students will give to these questions. This learning scenario targets both the cognitive, psychomotor and affective development of students. It has been prepared to enable students to find solutions to possible future problems with STEM. If human beings do not take precautions and act sensitively, possible dangers await mankind in the future. This learning scenario was prepared to attract students’ attention and raise awareness. I am a design and technology teacher at a secondary school. This learning scenario is suitable for students in the 12-15 age group (5, 6, 7 and 8 grade of secondary school) and could only be partially implemented due to the pandemic conditions.

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5E STEM LESSON PLAN: LET’S MAKE A MOVABLE SEESAW

This study was conducted in an online course environment.

Subject: Numbers and Operations
Topic:
Ratio and Proportion
Age:
12-13 years
Time:
1 week

Real World Motivation

Mathematics and real-life are closely related. It is important to see mathematics in life and to be able to transfer mathematical knowledge to daily life. Seesaw is playground equipment in which two people sit on opposite ends of a plank balanced in the middle so that one end goes up as the other goes down. However, it is very difficult for children with a large weight difference to play on the seesaw at the same time. In this study, students will understand the mathematics behind the seesaw and try to find a solution to this problem by developing a movable seesaw.

Goals of the lesson

By the end of the lesson the students will be able to:

  • Understand the link between mathematics and real life
  • Create a movable seesaw by using waste materials
MathematicsUnderstand the inverse proportion of two multiples in real life, find one of two inversely proportional multiplicities when the other is given, formulate and solve the problems related to inverse proportion and make an interpretation about the solution
ScienceUnderstand the idea behind a simple machine will, notice the interdisciplinary link between science and math, create a simple machine on their own, develop a strategy to maintain the balance on seesaw
TechnologySearch for the information about the seesaw on the internet, use technology for learning and assessment
EngineeringUse materials, tools and ingredients in order to produce a certain product in a correct way, develop a strategy for movable seesaw design
21st Century SkillsInformation literacy: in order to make well-founded judgements about balancing, students find, use and evaluate the necessary mathematical knowledge. Creativity: in seesaws, we see in life, the distances of the seats to the equilibrium point are equal and stable. In this study, students will develop an original seesaw model by going beyond the existing one.   Productivity: in order to develop the product, students will create a plan, implement this plan and use time efficiently.
Fostering knowledge in various disciplines and developing the 21st Century skills
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PERMANENT NATURE ENERGY

How we came up with our project idea?

The very main reason for our decision to start our project blossomed following a brainstorming session in class. There is an ongoing construction of a huge opera house building which is visible from our school grounds. One day my students were watching the construction site in admiration, raving over the heavy-duty machinery, which at the time led me to think that I wouldn’t be able to get a better chance to introduce and turn such a concept into a STEM project so I decided to create the right environment for the idea to flourish.

Image.1
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