Empowering Students through STEM Education: We Touch Lives by Coding

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Abstract

The We Touch Lives by Coding eTwinning project aims to equip students with skills in science, technology, engineering, and mathematics (STEM) while fostering collaboration and problem-solving abilities. This article presents the implementation of the project, emphasising project-based learning, interactive methods, and values such as kindness and environmental awareness.

Licence

• Attribution CC BY. This license lets others distribute, remix, tweak, and build upon your work, even commercially, if they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.

Introduction

eTwinning is known as a platform that promotes collaboration in education across Europe, while the terms ‘coding’ and ‘STEM’ (Science, Technology, Engineering and Mathematics) specifically refer to disciplines focused on science and technology in education.

Scientix is a platform that promotes STEM education on a global scale by providing a variety of resources and services. This article introduces the STEM Lesson Plan implemented in the We Touch Lives by Coding eTwinning project, which aims to support educational technology, STEM education and collaboration among teachers.

 

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Description of the Project

In the ‘We Touch Lives by Coding’ eTwinning project, the STEM learning stages are designed and processed according to the 5E model, which covers the following subjects and outcomes:

1. Science (Physics, Chemistry, Biology, etc.)

• Willingness to use resources frugally.
• Recognise the importance of the resources necessary for life and recycling.

2. Social Studies

• Develop ideas for designing unique products according to the needs of the surrounding area.

3. Mathematics

• Make assessments based on specific events and situations.
• Collect and evaluate data.
• Estimate and measure areas.
• Draw a given shape symmetrically.

4. Technology (Information and Communication Technologies, etc.)

• Use technological products in a way that does not harm oneself, others or nature.
• Utilise knowledge about emerging technologies.
• Understand the message in short, simple digital texts.
• Implement speaking strategies.

5. Engineering (Professional and Technical, etc.) and Visual Arts

• Create three-dimensional works using different materials.
• Create a sense of depth on a two-dimensional surface.
• Arrange forms on a two-dimensional surface.

6. Music

• Sing different rhythmic melodies.
• Move to different rhythmic melodies.

7. Turkish Language

• Make prepared speeches.

 

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Real-Life Questions

There is coding involved in many of the things we do in our daily lives. Students will identify problems and create products from waste materials for evaluation.

Course Objectives

The aim is to help students find solutions to everyday problems using the fundamental principles taught in the course (Science, Technology, Engineering and Mathematics), while bringing out their talents. Additionally, it aims to encourage students to engage in research and production using STEM knowledge and to develop their problem-solving skills.

STEM Career Connections

• Engineering: Technology Educator, Software Engineer.
• Mathematics: Analyst, Data Manager.
• Technology: Computer Engineer, Handicrafts, Information Literacy.

Student Age

The recommended lesson plan is designed for students aged 6–11. For students in this age group, teachers may need to adapt the specific topics according to grade level and country.

The content and complexity of each lesson can be tailored to the students’ age and level of knowledge. Teachers can customise the content and activities in the lesson plan to best suit their students’ needs and abilities. Customising the lesson can enhance its effectiveness and increase student engagement.

 

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Lesson Structure

First Stage: Engage

The students’ attention is drawn to the project by asking them to answer the question, “What does a good person do?”, using the Answergarden web 2.0 tool.

Second Stage: Explore

The Emotion Machine activity is conducted. Lesson plans and activity documents can be obtained from internet sites.

• https://clearinghouse.starnetlibraries.org/technology-and-computing/426-the-emotion-machine.html

Third Stage: Explain

We used the Arloopa application to observe animals in three dimensions in our classroom. We discussed ways to protect them. Our students researched extinct or endangered animals and took the lead by presenting their work in class.

Fourth Stage: Elaborate

First, we formed groups with our students. One group designed a forest of squares from waste materials in the style of the visual. Another group cut and prepared guidance cards. One person wrote the code, while the other completed their task according to the code written in the forest. The game continued throughout the lesson.

This game can also be played with squares drawn on the ground. One student gives directions and the other follows them.

• https://codemooc.org/codyfeet/

Fifth Stage: Evaluate

Through the STEM activity, we learned about the importance of water for living things and how we can protect it.

In class, we made a model of the water cycle using waste materials. We discussed the importance of water for living things and our responsibility to protect it.

Sixth Stage: Student Research and Presentation

Throughout our project, our students gained skills and knowledge through STEM activities. They made designs using the information they had learned and presented them. Younger students participated in the activity by drawing, while older students did so using materials.

 

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Time

• Preparation Time: 50 minutes.
• Duration: 2 months.

Teaching Resources (Materials and Online Tools)

• Materials: Waste materials, coding sheets and documents provided via the links. Unplugged coding activities.
• Online tools: Computer, phone and camera.
• Web 2.0 tools: AnswerGarden and Canva.

21st Century Skills

• Accessing information.
• Collaboration.
• Curiosity.
• Developing students’ productivity.
• Imagination skills.
• Observing and discerning information.
• Patience.
• Responsibility.
• Transferring knowledge.

Evaluation

• Initial Evaluation: Parent and student surveys are carried out before the events.
• Final Evaluation: Both parents and students are asked to complete evaluation questionnaires.
• Student Feedback: An exhibition of student products is held to promote coding and learning.
• Teacher Feedback: Students are issued with a certificate of participation.

Source

• https://clearinghouse.starnetlibraries.org/technology-and-computing/426-the-emotion-machine.html
• https://codemooc.org/codyfeet/

 

 

 

About the author

Eylem Bilgim is a Scientix Ambassador and an educator with an interest in STEM subjects, project development, primary school teaching and digital creativity who is committed to professional development and innovation in education through engagement with the European Schoolnet Academy, participation in learning scenarios and involvement in eTwinning projects.

The post Empowering Students through STEM Education: We Touch Lives by Coding appeared first on Scientix blog.

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