According to scientific records, in 400 BC, animal experiments that started for anatomical structure studies, and in 100 BC, those experiments were done scientifically for the first time. Animal experiments, which increased rapidly with the Renaissance period, started to be discussed in the 18th century with the views that animals are not unemotional and that they are creatures that can feel like humans. In the 19th century, the idea that animal experiments should be done but ethical rules that impose certain limitations became widespread. In 1959, Russell and Burch introduced the 3R rules for animals used in experiments and these rules were accepted by scientists. In this activity, it is aimed to raise awareness among students about animal experiments, which have increased rapidly in the historical process and where ethical studies are intensified today. With the argumentation-based teaching method used in this activity, the starting point of which is animal experiments, it is aimed to support students’ scientific literacy by honing their critical thinking abilities.

Implementation of the event

The activity starts with word clouds to reveal the concepts that come to mind about the concept of animals and the associations formed by the students about animals.

Students are asked to think about our relationship with animals according to the question: “What is the place of animals in society?”.  With a matching game in which students can explore the usage areas of animals in general, it is ensured that they gain awareness about the areas they do not think about or are not aware of. By asking the question, “What are the positive and negative areas where animals are used in society?” a discussion environment is created and students are asked to share their opinions.

Students watch videos about guide dogs, diabetes dogs, animals used in scientific and experimental studies and are asked to share their thoughts about each video. Thus, it is ensured that the students’ thoughts about the usage areas of animals are deepened.

After the videos, an argumentation-based activity is started that will improve the students’ critical thinking skills on the use of animals in scientific studies and experiments. Students are asked how they ethically evaluate the use of animals in scientific studies and experiments. He is asked to explain his claims on this subject with data and justifications using dilemma cards.

Students’ awareness raised by talking about the benefits of animal experiments from the past to the present, about the, alternative technological methods (dissection applications, medical simulators, chip organ …) that we can provide without using animals and 3R principles.

Students are asked to divide into groups and design a remarkable and awareness-raising poster for the use of animals in science in the light of the knowledge they have acquired during the lesson. Posters are displayed at school.

At the end of the activity, an evaluation is made using the questions in annex 4 with a fun game called “Boom”.

In the word cloud at the beginning of the activity, it was seen that the students included positive situations and examples about animals. At the end of the activity, the students stated that they noticed the negative situations related to the animals and they wanted the animals not to be affected by the negative situations. In addition, the students stated that they love animals and that animals are as valuable as humans and that ethical values should be followed in animal experiments. They stated that creating word clouds, matching and boom games were very enjoyable during the implementation of the activity, and they could think about the events in different ways during the discussions.

Click for the learning scenario.

This learning scenario enables students to view events from different perspectives and experience different emotions together. At the end of the activity, it was seen that the students gained important gains about the concept of ethics in animal experiments.

Justice & STEM Solutions

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.


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. 


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.


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:

Students Works

A Virtual Lab- based learning activity aimed at the Rs framework’s comprehension

Are you looking for a catching activity to introduce your students to the principles of the 3Rs – Replacement, Reduction, and Refinement of animal use for scientific purposes?
Would you like to engage them in exploring humane experimentation and the welfare of laboratory animals in order to raise their interest in ethics and integrity in science?
Organizing a school visit to an animal facility is a good way to reach these goals but not easy to implement.
However, technology consents us to take a close look at research involving animals without moving from our classrooms: pupils can participate in a virtual, interactive Lab tour through the Lab Animal Tour. This website represents a great resource and an innovative learning setting because provides the visitor with a virtual ‘street view’ tour of four important animal research facilities in the UK: the University of BristolUniversity of Oxford, Mary Lyon Centre at the MRC Harwell, and The Pirbright Institute.
The 360-degree vision of animal rooms and surgical suites is really immersive and comes out as a perfect scenario for a lesson on the 3 Rs principles, also in remote learning.
When the tour starts, visitors are given maps of the four facilities, with a summary of the specialized research field for each Institute: rooms are labeled so it is easy to turn around and explore.

The map of the Oxford University animal facilities

The activity

The activity is thought for secondary students (15-16 years old) who are approaching the 3Rs principles in science.

The lesson can be facilitated by the science teacher together with the English as a second language colleague in order to support students in understanding the videos and labels in English they find on the tour

Oxford University’s primate research facility

This was the given assignment:

You will visit 4 virtual laboratories’ environments (one for each breakout room/group), check them accurately (click on the hyperlinks you find within the scene), and then discuss with your pairs the following:

  1. identify the animal facilities in the room aimed at refinement and explain their function;
  2. take inspiration from what you see in the scene and with your pairs think of your own enrichment product, such as a better cage design, or toy for the animal you have found in the lab;
  3. share your ideas on Flinga if you like

You will have about 30 minutes to complete the activity, after that, we will be back in the plenary (zoom) session for sharing the results (30 minutes)

(If the activity is online) To facilitate the collaborative exploration of the scene, one person can lead it by sharing his/her screen

You find the exact instructions to give to your students in this document with a sheet to print if the lesson is in presence.

The activity is entirely replicable online.

A scene from the Lab Tour

Students feedback

The participation of students was enthusiastic: they have shown to appreciate the digital tour as a diversion from the usual video watching tasks because it represents a more immersive and interactive experience (both online and in presence).

The investigation of the rooms and facilities has arisen pupils’ interest in animal experimentation and welfare in science, sparking their curiosity and encouraging them to further question the topic.

Cargo Transportation & STEM

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.


Our work was supported by Bilim Kahramanları Derneği in Turkey. In the study; students, robotic coding integrated into STEM activities.


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:

Traveling to space through the virtual reality glasses application prepared with STEM

Digital education materials are very important. Students cannot see space and planets up close in real life.However, it is possible to travel to space with virtual reality glasses. Student can study planets as if they are in space thanks to virtual reaility glasses. For this reason, I designed a digital game for my students that can be played on smartphones and computers. Game editing and voice-overs belong to me and my students.

Project purpose: To give students a realistic experience with STEM.
To create an original digital material.

Application stages: Unity Game Engine is used for this application. Unity is a three-dimensional game engine, especially suitable for digital games and simulations. Textures similar to the images of space and planets were determined.Original sound recordings in which the planets introduced themselves were created and converted into a suitable form with the ‘audio-converter’ program. The spaceship was designed with the Blender three-dimensional modeling program.With mathematical calculations, the size of the planets and the distances between them were determined. Joystick control provided. By making a selection from the selection screen prepared to go to the desired planet, movement to that planet was provided with the spaceship. Added pre-made audio recordings to planets. The application was tested by different people and corrections were made according to the feedback. Between April 25 and April 30, 6th grade students practiced. They took turns wearing virtual reality glasses. They also practiced on the digital board in the classroom.

Conclusion and evaluation: The ‘Solar System and Planets’ unit was taught to the students in a shorter time than in the lesson plan. Students learn permanently by concretizing knowledge. It’s fun because it’s game-based material. The subject of Science was discussed. Mathematical calculations have been made. Software programs are used in the field of technology. Designs were created in the field of engineering. An original STEM project has been created. This project has been used in the classroom activity.

Students’ average success before the event is 64 percent. After the event, the students’ average success is 92 percent.

Activity execution time in class: 40+ 40 minutes

Grade level: Secondary school 6th grade

Materials: Smart board in the classroom, virtual reality glasses, joystick, smartphone