As a necessity of today, we need to bring our living spaces to healthy conditions. We need moving environments and stimulants to get out of static environments. Based on this problem, they thought of the students to arrange their living spaces.
In order to draw attention to the subject, an introduction to the lesson is made by watching a video about the areas and troubles of an obese child.
The students wanted to start this business from their own classes. First, they created a space to design their classes. They chose the materials to use: Paper, scissors, pencil, cardboard, glue, etc.
Our Healthy Classroom Area – A selection of pictures is the author’s own- (Attribution CC-BY)Continue reading →
T, R, I, Z Russian words; Teoriya Resheniya Izobretatelskikh Zadatch consists of initials. TRIZ approach is defined as “Intuitive Problem Solving Theory” or “Invention Based Problem Solving Theory” or “Creative Problem Solving Theory” in English
SHORT HISTORY OF TRIZ
Genrich Altshuller, the founder of the TRIZ theory, was born in Russia in 1926. He made his first discovery at the age of 14. Later he studied Mechanical Engineering. When the basic start-up in TRIZ began in 1946, he served as a patent officer in the Soviet Navy and was responsible for patenting inventions. During this duty, by learning the patenting processes; How original are patents? How to get to the patent stage? How was the problem that led to patents resolved, how was the problem that led to patents resolved? brought a systematic massage to his questions. The most important feature of the TRIZ approach is solving the main problem based on the solved problems.
Think sketch vector – The visual was provided by the Author – Attribution CC-BY
STEM teachers from nine schools in six different cities in Turkey we have come together. And 50 students. For Sustainable Development Goals. Our aim is to provide 21st century skills. We carried out this project together with 3 schools from İzmir, 2 schools from Ankara. With one school each from Manisa, Kütahya, Eskişehir and Kocaeli cities. So this was a country project.
In the I Design with STEM project, we improved our problem solving skills. Our students discovered STEM fields and produced projects.They took responsibility and learned to express their feelings. They found solutions to problems with their peers from different cities. And learned to use technology wisely. Because they really needed it.
Activities and Projects
Our students learned the web 2.0 tools. Made various collaborative activities while living in a meeting and social environment. Because we wanted students to make a difference with STEM.
In addition, we discussed different topics in STEM activities every month in our project. Topics included: Recycling, Energy Conversion and Design, Technologies for the Disabled.
We also formed mixed teams at each event. Teachers and students changed teams in every respect. Students designed original products for real life problems and to make life easier. As a result of this, we produced 15 different projects in 6 months with teams.
Students STEM projects that make a difference
Rainwater recycle system: We collected rainwater from the roofs of the houses. We also recycled the waste water that went to the sewer.
Shelf organizer: We produced more useful furniture with recycled materials.
Nature friendly and economical building: We designed an nature friendly house that generates electricity from waste.
Waste battery box: We recycled the batteries so that they do not harm the nature.
Garbage separation system: We designed a system that collects and separates garbage automatically.
Geological village: We have developed an environmentally friendly village system that produces everything on its own.
Solar lighting system: We provided lighting with solar channels for buildings that need daytime lighting.
Technological animal shelter: We built an unmanned and intelligent animal shelter.
Solar home heating system: We brought sunlight to all four parts of the house and provided heating.
Smart prosthetic arm: We said it should be more than just one hand.
Smart wheelchair: This wheelchair simply cannot fly. For now.
Playground for disabled children: We designed special parks and toys for children with disabilities.
Special bus for the disabled: We built a barrier-free bus.
Smart home system: An nature friendly and safe smart home. Who would not want that.
We learned science, tech, mathematics and engineering disciplines with real life problems. We exhibited student work examples on the website we prepared.
The pictures belong to the Author – Attribution CC-BY
Scientix Support for the Project
To support our project, Scientix Turkey Coordinator Dr. Tunç Erdal AKDUR and Scientix Ambassador Baki KARAKOÇ presented. From every city in Turkey for our presentation we had more than 300 participants. In this meeting, the work of teachers and students was introduced. We explained the project preparation techniques and STEM School Label application. Also our project was featured in the national and international press.
Partner and Article Author: Baki KARAKOÇ (Scientix Ambassador)
Hello, I am a primary school teacher in Turkey. I and my students participate in eTwinning projects that involve STEM education.
In the activity that I organised on 6 – 10 April 2020, we covered the issue of helping people around us or, in other words, solidarity. Our activity is based on the acquisition of life science skills. We asked the students to observe their home places. Students observed their families for a week. They listed the issues their families faced. Then we wanted to choose the most important of these issues.
Then, the subject of geometric bodies was studied in detail. We taught students concepts such as cube and square prism in math class. Then we asked the families to design a solution product. Due to the Covid-19 pandemic, students drew and later made their 3D designs at home. At this stage, they used waste materials at home.
Water’STEM is an eTwinning project. The purpose of our project was to encourage our students to learn about water from a young age and make it a habit to use water economically.
In our project, the attention was drawn to every environment in which we are facing the danger of running out of water resources in the future. Also, to raise awareness about preschool education and to support STEM activities.
The objectives of our project were:
To teach students the importance of water in our lives from a young age
To provide students with information about water consumption
To increase environmental awareness about water consumption
To produce solutions to water problems using the STEM approach
The project was co-founded in Turkey and Slovakia. Teachers from schools in Slovakia, Lithuania, Romania, Bulgaria and Turkey were involved in this project as partners from five different countries. From Turkey, the schools from Konya, Istanbul, Ankara, Nigde and Sakarya provinces joined. The project has 15 partner, 9 coming from Turkey and 6 from Europe. In total, 250 students were involved in the project.
