MaSTEM (Mars Adventure with STEM) – Space home design for those who dream of living on Mars

Author: Dr. Seyide EROĞLU

As a team, we conducted a project within the scope of the 2020 STEM Discovery Campaign activities. “ASTRO-STEM” is an eTwinnig project. The “ASTRO-STEM” project is designed to raise awareness with accurate information about astronomy and space science in students. It is aimed to discover the depths of the universe with STEM studies by having fun in the open learning environments where students can express themselves comfortably. With this project, students learned about astronomers, the history of astronomy, constellations and mythological stories, our galaxy, using a sky atlas, telescopes and an astronomy diary.

Another important part of this project is that it is based on the STEM approach. With the STEM approach, it is thought that students will achieve their project goals. For this purpose, “STEM DISCOVERY CAMPAIGN” participation was encouraged within the scope of “ASTRO-STEM” project.

The event was planned with the participation of all project participants. This event is divided into 12 pieces. The reason for being divided into twelve parts is that there are 12 mixed teams in the project, coming from different countries. In these teams, two different schools are mentoring teachers. The students in the teams come from each project school.

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Tree Huggers vs Oil Cowboys Debate at St.Paul’s Missionary College, Malta

What if a referendum had to take place in Malta about whether we should keep using fossil fossils as our main source of obtaining electrical energy or whether we should switch completely to renewables? Our society (class) is made up of 24 students who are divided into 5 groups. 2 lobby groups composed of 6 members each represent each side of the referendum’s options. The Oil Cowboy group represents the current local system making use of fossil fuels. The Tree Huggers group campaigns in favour of switching to renewable options. Joining our debate are 3 civilian groups with 4 students each. The members of society are our voters. One group of civilians known as “Electric-Malta employees” represents a group of people who are currently employed in the power stations and thus fear loss of their job due to the change. Another group is known as the “skeptics” who are skeptical of both parties, as they have found flaws with both proposals. The final group is called the “health and finance inspectors” that evaluates the changes in terms of health and finance. All groups are provided with age-appropriate literature, while being equipped with the knowledge covered throughout the topic part of Maltese syllabus related to climate change to help them build their arguments. Civilian groups draft questions for both lobby groups. Lobby groups are prepared to defend their point of view, as well as to provide reasonable arguments against the opposing group. The 80 minutes long debate is (in my opinion) very successful in terms of getting the boys to engage in a scientific debate having relevance to every day life.

Introductory speech by Tree Hugger team leader
Introductory speech by Oil Cowboy team leader
Health and Finance inspector raising some questions
As the debate gets heated!
A funny moment!

The primary reason for hosting the debate is to encourage students to experience science in potential real-life situation. Members of the general public nowadays have their say about several issues where society and science converge, such as abortion or the use of GMC. Thus, I think it is important for our students to experience an example of a situation within the context of their daily life that requires the application of scientific knowledge. Students are also encouraged to make use of the critical and creative thinking skills while promoting collaborative learning. Students are also going to practice their presentation and entrepreneurial skills. All the skills mentioned are 21st century skills, which are of ever-growing importance and should be developed in parallel with content learning.