Successful Schools with STEM

We wanted to raise awareness through STEM education on this path we set out to improve the competencies of our students at partner institutions and to ensure that our students have high digital skills, are environmentally sensitive, and are academically and culturally successful. We believed that thanks to our project, we will reach the educational capacity to meet the needs of the digital age and strengthen our education and training activities on a European scale. We implemented the project as a transnational project in order to share our successful work and experiences, observe and compare trainings and transfer the best practices to our own schools. As project partners, we met our most important need, which is to increase the success rate in Mathematics and Science courses, with this project. In addition, our project contributed to the adoption of Digital Transformations and Digital Technologies and Innovative and Open Pedagogies, which are among the Erasmus+ new term priorities. Additionally, with the activities we carried out in the project, we managed to raise awareness about Climate Change, one of the most important problems of the EU and the world.

As project partners, we wanted to raise individuals who are culturally rich, digitally literate, have good foreign language skills, are aware of European Citizenship, can produce solutions to problems through engineering design, and can relate all areas of life, especially environmental and climate change problems, to Science and Mathematics. We also wanted to increase our success in Science and Mathematics courses by 20% in 3 years, thanks to STEM.

We carried out 4 mobility activities in our project. These activities are: 1.LTT - STEM Lesson Plan Preparation Process (Norway) 2.LTT - 3D Ecological House Design (Greece) 3.LTT - Solving Environmental Problems with Minecraft Education Game (Turkey) 4.LTT - Smart Home System with Arduino (Poland) We also carried out many local events during our project. These activities are educational preparations, cultural and linguistic preparations, dissemination and evaluation activities.

For students; *They gained the ability to use technology resources with a focus on self-management and problem solving. *We increased their success in Science and Mathematics courses. *We enabled them to produce solutions to environmental and climate problems. *We contributed to the development of cultural and foreign language skills. *With the development of their competencies, they were able to make their own games. *They have reached a level where they can produce solutions against environmental and climate change problems. *Their communication skills were enriched and they adapted to technological developments more easily. For teachers; *Skills in preparing surveys and tests and presenting digital content have improved. *Improved professional knowledge and skills. *They were able to develop new generation digital measurement materials that support metacognitive skills. *Instead of transferring ready-made information to their students, they have become active players in directing students to quality and diverse information sources. Also, *We raised awareness about STEM education in partner schools. *We increased the institutional capacities of our schools and enabled the establishment of new international strategic networks.