Tag Archives: #Scienitx Turkey

Justice & STEM Solutions

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Justice for All in Community Life

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.

Students pictures
Students Works

Watch our students activity on drawing justice an equality: https://youtu.be/C4IG7s0vJvU

Students Works

Cargo Transportation & STEM

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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.

    Introduction

Our work was supported by Bilim Kahramanları Derneği in Turkey. In the study; students, robotic coding integrated into STEM activities. https://www.bilimkahramanlari.org/minik-bilim-kahramanlari-bulusuyor-fll-explore/

   Aims

The achievements of our students

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:

Magnetic Spacecraft

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Our Happy Kids With STEM project aims to increase our students’ interest in 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, Anna discovered a new planet in space. that’s why she wants to send a reconnaissance vehicle to the planet. However, due to the fuel problem, this vehicle has to move without fuel. With a dream she saw, she solved this problem with a magnet. So she invented the magnetic car.

Our Goals

  With this project, we aim to equip our students with 21st century skills. In particular, it is aimed to gain problem-solving skills through project-based learning. Creative thinking is aimed with learning by design. It is aimed to make new designs by using the tools necessary for their imagination and daily life skills. In addition, it is to help the development of hand-eye coordination by making movements that require object control. It aimed to raise awareness about sustainable energy and zero waste. Thus, increasing sensitivity to the framework is among our goals.

Interdisciplinary Collaboration

Students learn about magnetic energy, repulsion and pull of forces in the field of science. While learning the layers of the atmosphere, he also learns about the clouds. In addition to the concept of time in mathematics, he also learns to measure length. Technology system researches are provided. In engineering, he designs and makes cars that work with magnets. It also develops their vocabulary.

Results

Students’ designs and learning throughout the process are evaluated. They also learn through interdisciplinary collaboration in terms of language development as well as science, mathematics, technology and engineering. With these, it is emphasized that magnetic energy is sustainable energy. It is emphasized that it leaves zero waste.

By Nurcan MANDAL

Scientix Ambassadors

Soil-less Agriculture

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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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My STEM Project

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The aim of the project was to enable students to gain an interdisciplinary perspective on rapid growths and changes in science, technology, engineering and mathematics and to realize their projects concretely. Thus, we wanted students without equal chance to closely follow growths and changes in technology, science and engineering.
We organize STEM events with our teachers and students from 4 different countries, including Turkey, Croatia, Azerbaijan and Jordan, and 15 schools in our project that we have realized within the scope of the eTwinning project. In this project, we set on our teachers and students to get to know STEM events and we wanted their skills to develop.
We applied the Engineering Design Process while doing STEM activities. So In this process, we applied the engineering design process in 5 stages as problem situation, possible solutions, the most suitable solution, model and testing.

https://twinspace.etwinning.net/155442/home

STEM Activities

In our project, we planned to organize a total of 6 STEM events, two of them in March, April and May.
Our events consisted of daily life problems.
STEM events in March were to design an earthquake-proof building and an earthquake-proof settling.
Our STEM events in April were to design the tallest tower for the water treatment system and signaling problem.
STEM events in May were to design the Recycle bag and Space rocket.
While explaining the engineering design process, we gave an example of our tallest tower event in April below.

My STEM Project with Engineering Design Process

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