As the COVID-19 pandemic has shown, access to education is proving, more than ever, to be essential to ensuring a swift recovery, while promoting equal opportunities for all.

As the world becomes increasingly interconnected, so do the risks we face. The COVID-19 pandemic has not stopped at national borders. It has affected people regardless of nationality, level of education, income or gender.

Students from privileged backgrounds, supported by their parents and eager and able to
learn, could find their way past closed school doors to alternative learning opportunities. Those from disadvantaged backgrounds often remained shut out when their schools shut down.

The situation is the same in our country as the others. Due to the Covid-19 pandemic, our students and teachers could not receive training face-to-face. Especially STEM, Coding, Artificial Intelligence and Scratch trainings are very important for our students to gain 21st century skills. We wanted to reduce the negative effects caused by the Covid-19 pandemic with the training events for students, which we organized during STEM Discovery Week. In STEM Discovery Week, we aimed to create STEM awareness among our students and teachers. We organized practical training events for these students and teachers.

As Muğla Provincial Directorate of National Education; we organized five student training events and 5 teacher training events by distance education tool, mainly Zoom. Within the scope of STEM Discovery Week of 23-30 April; 1327 students were trained on game design with Tinckercad, Scrach, Practical STEM Activity, Game Design with Artificial Intelligence. We aimed students work with their family with one of our events called “I do STEM with my family.”

For the teachers, counted 1030; the main topics were Scientix Portal Introduction, training to add activities to the STEM Discovery Week map, how to become a STEM School? Practical STEM Activity, STEAM project presentations.

Practical STEM Teacher Training – hand on learning event
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Soil-less Agriculture

With the rapidly growing technology in line with the needs of people, industry brought ambient problems with it. One of these problems was the pollution that would disrupt the ecological balance, such as air pollution and water pollution. With the disruption of the ecological balance, the lives of aquatic and terrestrial species were also endangered. While the generations of some living things decrease, the human population continues to increase inversely. So with the increasing human population, people must meet their physiological needs and their nutritional needs. Thus, thanks to soil-less agriculture, we have achieved vertical agriculture, ecological balance and efficient production.

NBS topics covered in the learning scenario:

Sustainable Development
Green spaces and urban transformation;
Economic opportunities and green jobs I asked middle school students aged 10-14 to create a sustainable living space with soil-less agriculture by using waste materials with distance online education in 3 90-minute lessons. Thus, students met the agricultural needs of the growing population. I have enabled them to grow their own crops with landless agriculture in areas where agricultural land has decreased with the decrease of cultivated areas and increase of buildings.

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Towards a Sustainable World

The evaluation of waste is very important in terms of economy and environmental protection. Waste assessment and environmental protection education start in the preschool period. Studies have shown that the impact of environmental education given at an early age continues throughout life. For this reason, waste assessment and environmental protection activities are very important in raising awareness in child education.

Becoming aware of waste!

With this project, we aim at preventing six-year-old children from irresponsibly wasting different types of litter and raising awareness about waste in general. In the first part of the study, “good” litter and “bad” litter will be introduced to children via videos, slides, trip and STEAM studies. In the second stage, activities regarding “What should we do to protect the water?” will be carried out. In the third stage, aquatic animals contaminated with garbage will be investigated. Overall, we aimed to create environmental awareness in children with fun STEAM, travel, play, etc. studies.

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A Math Lesson: Homes for sustainable cities and communities.

Sustainable development enables the needs of future generations to be met without consuming natural resources by establishing a balance between human and nature. Moreover, it is a concept that has social, ecological, economic, spatial and cultural dimensions. Our global goals for sustainable development include sustainable cities and communities, accessible and clean energy, wealthy families, clean environment, healthy and clean life, improving soil structure, reducing pollution, improving life on land and water, and reducing unemployment.

Since more than half of the world’s population now lives in cities, our urban areas are shrinking and the living standards of the society are gradually decreasing. Therefore, we need to significantly change the way we build and manage our urban spaces for sustainable cities and communities. One of the goals of the mathematics lesson is to find solutions to real-life problems. From here, students are given a STEM project scenario-based on project-based learning in mathematics lesson to solve the problem mentioned above.

As a preliminary preparation for the project, a STEM-related questionnaire is applied to them since they will participate in a STEM project for the first time.

The survey link and results are given below.

Survey Link:

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Creating Ecological Nature-Based Solutions to Urban Problems

Dates When It Occurred: 03.01.2021- 4.19.2021

Teacher and School: Gülümser Şentürk Akkoyun– Meram Şehit Pilot Ayfer Gök Middle School – Konya / Turkey

Student Age: 13 -14 years

Number Of Students: 16

Teaching Method:

Formal Teacher Lecture, Analogy, Demonstration Method, Lecture, Discussion, Question and Answer, Problem / Problem-Solving, brainstorming.

Teaching Qualifications:

Productive, Respectful to Self Values, Rational, Questioning, Creative, Complying with Ethical Rules, Sensitivity to the Environment, Managing Knowledge, Working Independently, Critical Thinking, Working in Teams.


This lesson plan includes STEM, NBS-PBS models. It is an ecological, renewable, nature friendly urban design for sustainable development. Students made original designs and worked collaboratively. Plan purpose; to create ecological life with renewable energy sources for a livable world. It is about transforming energy and building biomimic structures. Coding, we used 3D Tinkercad and Arduino. We followed the Hybrid Education system with web 2 tools for distance education.

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