Occupations of the future have been changing rapidly and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. According to the researches, 65% of people will be employed in new fields of occupation which are not even known today. It is emphasized about these occupations that 21st century skills such as digital skills, critical thinking, cooperation,team spirit, innovative and analytical thinking are required.Technology has been improving so rapidly that even internet of objects has begun to be discussed. It is of great significance for students to adapt to these constant and rapid changes in technology. Individual competencies in STEAM subjects (science, technology, engineering, arts and mathematics) are getting more important for the occupations of future which are based on high technology. Therefore, innoative approaches are required in education. The curriculums not only in Turkey but also in other countries need to be revised because student motivation is not referred enough in STEAM subjects. Regarding this, the project has three main innovative approaches which enable students to be more participative in lessons:1.To increase readiness level of students in science and mathematics through art-in-museum activities.2.To develop students’ competencies in technology and engineering with use of lego robots in education.3.To combine all these 3D designs, QR codes, experiment video quizzes and robot programming activities in STEAM subjects.These approaches make easy to provide particularly primary school students with basic skills in STEAM subjects and to teach technology, engineering, maths and science simultaneously. In addition, the students will be able to improve their basic coding and analytical thinking skills by writing instructions in lego robot. That will activate students’ problem solving abilities while it also helps them develop evaluate things from different perspectives. This Project will also enable teachers to associate school subjects with each other more, highten student motivation, adopt innovative approach, focus on coding training and make use of technology for particular purpose. It will contribute to teachers’ professional development and they will keep themselves up to date. While preparing students for occupations of future, teachers will train individuals who can easily comprehend to use robots, internet and other technological devices working on 3D technology and sensors. Museums are source of inspiration for art. Examining art works of different cultures, we will integrate art activities with science, technology and mathematics. This will help teachers build up creative lesson plans for STEAM and students have different perspectives, which will lead them to be more active and participative in lessons. It is evident that this will contribute to their academic success. For that reason,STEAM is of great importance. In a globalized world where internatonal interaction has been easier and more common, exchange of ideas and experience between teachers in different countries will help new methods and techniques be developed. Particularly face-to-face dialogues for a common purpose strenghten mutual interaction so that they can teach STEAM subjects more efficiently and effectively. Before mobility begins, all the teachers in the project are required to take an online GoLab course. During the project, 3 transnational meetings were planned; the 1st is in Turkey, the 2nd is in Italy and the last meeting is in Macedonia. Planning, revision and outcomes of the project will be evaluated in these meetings. It is necessary to discuss on planning workshops, writing scenarios and lesson plans about STEAM, use of technology, programming and using lego robot software, and uploading experiment videos to GoLab. After each teacher participant returns from the meeting, they will disseminate the results by presenting them at staff meetings in their schools and others in the town. They will also prepare open-door exhibitions for their colleagues, students and parents to make it popular and sustainable. They also share outputs and their experineces via Project website, GoLab, eTwinning Project, flyers and e-magazines. Assessment of the project will cover pre-tests and post-tests about STEAM replied by teachers and students. In addition, it will be evaluated through satisfaction surveys. We prepare a free GoLab which have learning scenarios, lessons plans about STEAM activities that can be used inside and outside the school. We will produce an emagazine in seven languages in that the partners explain their experiences, how they integrate the STEAM with ICT. We also share the survey outcomes about our project results and give all for free.The other outcomes of our STEAM project will be the video lessons about lego robotics programs,3D design,art , math and orienteering games,QR codes in education and the science and engineering experiments.
Occupations of the future have been changing rapidly and the knowledge and skills acquired today are not foreseen to be sufficient while preparing our students for life. According to the researches, 65% of people will be employed in new fields of occupation which are not even known today. It is emphasized about these occupations that 21st century skills such as digital skills, critical thinking, cooperation,team spirit, innovative and analytical thinking are required.Technology has been improving so rapidly that even internet of objects has begun to be discussed. It is of great significance for students to adapt to these constant and rapid changes in technology. Individual competencies in STEAM subjects (science, technology, engineering, arts and mathematics) are getting more important for the occupations of future which are based on high technology. Therefore, innoative approaches are required in education. The curriculums not only in Turkey but also in other countries need to be revised because student motivation is not referred enough in STEAM subjects. Regarding this, the project had three main innovative approaches which enabled students to be more participative in lessons:1.To increase readiness level of students in science and mathematics through art-in-museum activities.2.To develop students’ competencies in technology and engineering with use of lego robots in education.3.To combine all these 3D designs, QR codes, experiment video quizzes and robot programming activities in STEAM subjects.These approaches made easy to provide particularly primary school students with basic skills in STEAM subjects and to teach technology, engineering, maths and science simultaneously. In addition, the students were able to improve their basic coding and analytical thinking skills by writing instructions in lego robot. That activated students’ problem solving abilities while it also helped them develop evaluate things from different perspectives. This Project also enabled teachers to associate school subjects with each other more, highten student motivation, adopt innovative approach, focus on coding training and make use of technology for particular purpose. It contributed to teachers’ professional development and they kept themselves up to date. While preparing students for occupations of future, teachers trained individuals who can easily comprehend to use robots, internet and other technological devices working on 3D technology and sensors. Museums are source of inspiration for art. Examining art works of different cultures, we integrated art activities with science, technology and mathematics. This helped teachers build up creative lesson plans for STEAM and students have different perspectives, which led them to be more active and participative in lessons. This evidently contributed to their academic success. For that reason,STEAM is of great importance. In a globalized world where internatonal interaction has been easier and more common, exchange of ideas and experience between teachers in different countries helped the methods and techniques be developed. Particularly face-to-face dialogues for a common purpose strenghtened mutual interaction so that they could teach STEAM subjects more efficiently and effectively. Before mobility began, all the teachers in the project were required to take an online GoLab course. During the project, 3 transnational meetings were planned; the 1st is in Turkey, the 2nd is in Italy and the last meeting is in Macedonia. Planning, revision and outcomes of the project were evaluated in these meetings. It was necessary to discuss on planning workshops, writing scenarios and lesson plans about STEAM, use of technology, programming and using lego robot software, and uploading experiment videos to GoLab. After each teacher participant returned from the meeting, they disseminated the results by presenting them at staff meetings in their schools and others in the town. They also prepared open-door exhibitions for their colleagues, students and parents to make it popular and sustainable. They also shared outputs and their experineces via Project website, GoLab, eTwinning Project, flyers and e-magazines. Assessment of the project covered pre-tests and post-tests about STEAM replied by teachers and students. In addition, it was evaluated through satisfaction surveys. We prepared a free GoLab involving learning scenarios, lessons plans about STEAM activities that could be used inside and outside the school. We produced an emagazine in seven languages in that the partners explaine their experiences, how they integrated the STEAM with ICT. We also shared the survey outcomes about our project results and gave all for free.The other outcomes of our STEAM project were the video lessons about lego robotics programs,3D design,art , math and orienteering games,QR codes in education and the science and engineering experiments.