Transition from STEM to Robotics

"<< Background >>Our main motivation for applying to the project is the results of the needs analysis applied to the teachers and students of our 3 partner schools.Our needs;- Inclusion of students with fewer opportunities in education- Development of students' basic competencies, motivation, self-confidence, communication, social and intercultural skills- Development of students' digital, STEM and Robotics skills- Schools' readiness for digital education processesThe use of technology in education has increased especially during the pandemic period. During this period, we saw that disadvantaged groups had difficulty accessing education and were left behind. A ""digital"" distinction emerged between those who could access information and technology and those who could not. In our project, we supported young people with fewer opportunities for better social participation while also developing their digital skills using STEM and RoboticsIn this project, the Schools collaborated with an expert NGO in the field. In this way, students developed their STEM and Robotics skills. They increased their digital skills needed during the pandemic period. By successfully carrying out our project, we met our needs and achieved our goals as stated above.<< Objectives >>We wanted to achieve the following goals by implementing our project:GOALS1- Developing the digital skills of 36 students from 3 schools with STEM and Robotics education.2- Including 50% of the students (18 students) who are disadvantaged children and increasing their motivation, self-confidence, social and intercultural skills.3- Increasing the 21st century skills, problem solving and basic competencies of students with STEM.4- Developing coding and robotics skills; To raise students who have computational and algorithmic thinking skills, can adapt technology to the field of education, and can think creatively, qualifiedly and critically.5- Contributing to the readiness of schools for digital education processes.6- Developing the language, communication and collaboration skills of the participants, sharing good practices.Coding, which is considered today's literacy; helps develop 21st century skills such as problem solving and analytical thinking. Coding teaches people to communicate in a universal language across physical and geographical boundaries. Nowadays, coding has become a competency sought by the business world. With our project, we wanted to prepare our students for the world of today and the future.<< Implementation >>Transnational Project Meetings (TPM): 2 TPMs were held within the scope of our project.- The kick-off meeting was held online with the participation of all partners on 17-18 May 2024. Every aspect of the project was introduced and tasks were shared at the meeting.- The closing meeting was held online with the participation of all partners on 14-15 April 2025. The project was evaluated in every aspect.Learning Teaching Training Activities (LTTA): 3 LTTAA were organized.- STEM&Robotics training was held for students in Poland (24-28 June 2024).- STEM&Robotics training was held for students in Portugal (21-25 October 2024).- STEM&Robotics training was held for students in Malta (31 March - 4 April 2025).Local activities:Local activities planned for 12 months ensured that the project was carried out actively locally. Robotics clubs were established in schools. Robotics Clubs worked effectively. It became a meeting point for all teachers and students who wanted to develop their digital skills in schools and were curious about coding.eTwinning Activities:An eTwinning project was carried out to support our project online.<< Results >>1- 40 students from 3 schools participating in transnational mobility and hosting activities learned STEM and Robotics applications. Digital and engineering skills would develop.2- 40 students' problem solving, computational and algorithmic thinking, communication and collaboration skills would develop and their digital literacy increased.3- Motivation, self-confidence, social and intercultural experiences of students with limited opportunities (50% of students, 20 students) increased.4- Basic competencies of students improved.5- Students were supported to develop skills that will help them accept their own and others' differences.6- Professional profiles of teachers were strengthened. Communication, collaboration, social skills and competencies increased.7- Contribution was made to schools' readiness for today's and future digital education processes.8- Opportunity was seized to work with European schools and an expert NGO in the field. Education systems of countries were observed and good practices were shared.9- Participants' language skills improved significantly.10- We produced educational materials for students and teachers on mBlock and Arduino."