SummaryThe report (Rocard et al., 2007) published by the European Union in 2007, emphasized that young people’s interest in the fields of science, technology and mathematics has dramatically decreased.They concluded that Europe's long-term innovative capacity will be reduced significantly if effective action plans are not taken.Children and time changed a lot and we as school, teachers and system should keep up with the changes. We expect students to be active, innovative, independent, creative, but as research showed we don’t really give them the opportunity to develop all these skills. The changes are happening so fast that we are actually preparing students for jobs that might not even exist yet.This is why it is of vital importance for students to acquire the 21st century skills like creativity, communication, intellectual curiosity, critical thinking, media literacy, collaboration, planning and problem solving.Goal of the project:With this project, we aim to increase STEM literacy in our schools.STEM that has brought an innovative perspective to the education has been given importance by the whole world in recent years and it mainly involves the interdisciplinary approach of Science, Technology, Engineering and Mathematics. The STEM model integrates them into a cohesive learning paradigm, based on real-world demands. What differentiates the STEM model from traditional education is cohesive learning, which shows teachers and students how the scientific method can be applied in everyday life, by developing the type of thinking based on solving problems by applying real-life solutions.In partner schools, to realize the miracle Japan created in 1980 and South Korea in Asia in 2000’s-we are obliged to raise an innovative, entrepreneurial and creative thinking generation who are interested in STEM fields.In these days when we witness the Industrial Revolution 4.0, the country of 'technological superiority' requires being strong and can be achieved by qualified work force in this field. Developing our students in STEM and Coding fields and creating a process in which students can benefit from Europe’s experiences in STEM within the framework of exchanges of good practices. By means of our collaboration with our European partners,we will enable our students to raise with the 21st century skills like creativity, communication, intellectual curiosity, critical thinking, knowledge and media literacy, collaboration , problem defining-formulating and solving that will enable them to be successful in this field.The project activities are fictionalized on sharing good practices among the project partners and adapting all activities to all schools.With the project activities to be realized; A project process in which students, who will make innovations that enrich the life, will be created and project based learning awareness is formed as a result of teachers’ taking theoretical information presented by Science, Maths, Chemistry, Biology and Physics and blending them with the practices of Technology and Engineering. Since our project partner schools do not have an engineering cycle in the classical curriculum, a project process in which teachers develop their skills related to the integration of engineering cycle into their courses is aimed. We aim to create a school atmosphere in which ,- we contribute to the logical thinking of students- students learn team work- we contribute to the increase in their self-confidence- we help them gain self-confidence in mathematics and science and make learning enjoyable for them- skills such as creativity and intellectual curiosity, knowledge and media literacy, critical thinking,cooperative work, problem solving are improved.For the continuation of STEM activities outside school hours and adaptation of cooperative learning by students; micro working groups will be created and activities that will make them compete with each other will be carried out. 10 percent increase in the mathematics, physics, chemistry, biology course grades of the students in the project partner schools compared to the previous academic year is aimed. It is an inevitable fact that awareness of STEM will change students' perspectives on Mathematics and Science. After the implementation of the project, it is aimed to increase the STEM activities by 10% in the course plans of project partner schools.6 LTT activities were planned during the project period. One of these for the teachers, five of them will be held for students. With LTT activity for teachers,participant teachers;-will learn the philosophy of STEM and integration process of it into courses,- will learn engineering design process/engineering design-based science education,- will learn project-based learning in STEM education,- will learn modelling in STEM education-will learn about 3D design processes,-will enrich their lessons with learning outcomes of other disciplines,-will increase their qualification in team working.

In the report titled,Science Education Now:Renewed Pedagogy for the Future of Europe(Rocard et al.,2007) published by the European Union in 2007,It has been emphasized that science and technology education is giving an alarm across EU countries, especially young people’s interest in science,technology and mathematics has dramatically decreased and the fact that Europe's long-term innovative capacity will be reduced significantly if effective action plans are not taken.The relevant report emphasizes not only the science and technology education in schools but also the use of knowledge to enable the society to survive and adapt it to the scientific and technological atmosphere of our age.After this report,the European Union has provided opportunities for the European researchers to develop collaborative projects by presenting project calls in the field of science and society in order to renew the science and technology education in Europe and to implement the science education based on the inquiry mentioned in the report.One of the aims in the Karaman High School 2019-2023 strategic plan is;to provide students with 21st century skills in science,mathematics and technology,which is also one of the priorities of the EU and ERASMUS+ program.The aims of the project are;-To develop students’ competences in the field of STEM and Coding,-To enable them to gain 21st century skills such as Creativity,Communication skills,Intellectual curiosity,Critical thinking, Knowledge and Media literacy skills,Collaboration skills, Problem-defining-formulating-solving-To create a process that will benefit from the experiences of EU in STEM field within the framework of the exchange of good practices,thanks to our cooperation with our foreign partners.The project activities are based on exchanging good practices among the partners and adapting all activities to all partnerschools. With the project activities to be carried out; We aim a project process,in which teachers from the project partner schools will bring the theoretical information revealed bythe basic sciences such as physics,chemistry,biology and mathematics and blend them with technology and engineering practices.Then,they will create awareness about project based learning and train the students who will make innovations that will add value to the life.Since there is no engineering cycle within curriculums in our partner schools,in our planned project process,teachers will develop their skills in integrating the Engineering cycle into their courses.The traditional classroom environment,instead of attracting students to participate in STEM areas,increases the indifference towards STEM.With 'Design Workshops',we aim to create a new educational approach aiming to enable students to acquire interdisciplinary cooperation,systematic thinking,openness to communication,ethical values,research, production,creativity and ability to solve problems in the most appropriate way.6 LTT activities are planned for the duration of the project.One of these 6 LTT activities will be for the teachers and the others for students.For the 6 LTT activities,25 students,2 teachers and 10 accompanying staff from each school will participate.Teachers and accompanying staff ‘s working field will be Physics,Chemistry,Biology,Maths,ICT.Students will be chosen among the ones who are interested in STEM.The background of the students who will perform STEM studies in the Design Workshops will be supported by CODING, ROBOTICS and 3D Design Modeling trainings.Thanks to the Design Workshops that are the concrete outputs of the project,the students who will become future innovators in project partner schools will be provided with the opportunity of researching, questioning,producing and practicing creative problem solving techniques.In our schools, with the project;-Science and Mathematics courses will focus on STEM,-Usage of Web 2.0 tools in classes will increase,-Engineering designs will be integrated to our schools’ curricula through our Design Workshops,-An understanding of education will develop with the awareness of STEM and Coding-An innovative school atmosphere,which has gained the skills to grow up students who can design what they think,researches,produces,adopts project based learning will be created by means of these Design Workshops.We believe the project will continue to be effective without the need for an extra fund after the completion of the project, thanks to the sustainable and practical outputs.This is important for the development of the partner schools. Especially the Design Workshops and the planning of the STEM festival to continue after the end of the project will provide crucial benefits in the long term.We want to carry out this project so that our students can have awareness of Science in a century when genetic cloning, robots with artificial intelligence,unmanned planes, microchips and more have become reality in the world of science and technology

CONTEXT/BACKGROUND OF THE PROJECTOur project emerged from the need of the partner schools to educate young people regarding renewable energy resources. It is a topical issue as dependence on fossil fuels and diminished natural resources is one of the biggest problems the world is facing today. As school is the basis of the future society, it must bring its contribution to solving this major issue. Today’s students are very much interested in technology but not all of them understand where the energy for their technology comes from. They don’t know the effects the production of this energy have on the environment.Some of them don’t even care about this problem.Therefore, the main goal of our project is to raise awareness, to experiment and to use various renewable energy sources in schools. Our students must learn where energy comes from, the production costs, the effects the production process has on the environment and the solutions to obtain energy with a negligible impact on the environment.OBJECTIVES OF OUR PROJECTIn terms of objectives, our project will be focusing on:-examining alternative energy sources according to their return time, greenhouse gas emissions and electricity generation cost indicators-examining the share of energy sources in electricity production and energy dependency for the European Union and Turkey-promoting investments in renewable energy sources to reduce this dependency-supporting and promoting the development of renewable resources-extending the knowledge and understanding of the phenomena-developing the capacity to explore/investigate reality-developing analytical and problem-solving skills-raising interest in achievements and discoveries in sciences-increasing motivation for information and scientific documentation-developing care for one's own, others and environment-developing tolerance towards the opinions of others-cultivating responsiveness and flexibility for the application of knowledge in everyday life-raising awareness and involvement in issues of global interest-developing 21st century skills, such as creativity and innovation, critical thinking, communication and collaboration, flexibility and adaptability, initiative and autonomy, productivity and responsibility, leadership and responsibility-developing ICT and communication in foreign languages, social and trans-cultural skillsNUMBER AND PROFILE OF PARTICIPANTSOur project reunites six schools from France (coordinator), Turkey, Spain, Greece and Lithuania. During our project meetings we will involve up to 65 teachers from the partner schools, especially the contact teachers and teachers of Physics, Sciences, Technologies, Languages or ITC. There will be approx. 125 students interested in the topic, aged between 11 and 16, involved.DESCRIPTION OF ACTIVITIESThere will be a wide range of activities, designed in such a manner that it will lead to the achievement of project objectives:-project presentations in the various institutions-creation of logo and slogan, website, eTwinning - Facebook page-field trips-seminars/open lessons on renewable energy with experts-advertising campaigns-interviews-building a power generator powered by renewable energy sources-creation of energy conservation guide, project magazine, materials, methodological resource book, etc.-assessing the success of the project, in general, and of project activities, in particular, etc.METHODOLOGYWe will provide training for students in the field of renewable energy sources through project activities, using various educational methods, involving appropriate didactic resources. In the mean time, we will provide training for teachers interested in the topic, enrolling in the continuous training process that focuses on teaching / learning / evaluation strategies in order to change opinions and attitudes of learners. During the project, the parents and the local community will be permanently involved in activities.RESULTS AND IMPACTIn terms of results and impact, we are aiming at developing the skills and competencies of at least 65 teachers and 125 students in the field of renewable energy sources, of investigating/exploring the reality, critical thinking, problem solving; 21st century skills; ICT and communication skills; social and trans-cultural skills, as well as raising their interest and motivation for studying sciences and developing curiosity and respect for nature; becoming tolerant towards the opinions of others and more responsible when it comes to the application of knowledge in everyday life; becoming more involved in solving global issues. Also, the results will be measured in the number of tangible deliverable produced, such as: guides, magazines, posters, etc.POTENTIAL LONGER-TERM BENEFITSWe plan to develop and implement an optional course, in order to promote and widen the knowledge of students on the topic and to lead to the use of renewable energy in everyday life.

Our school , Çavuşlu Secondary School,is in a district in which mostly refugees and immigrants live.In our school, there are more than 30 refugee students and besides this,there are more than 50 refugee students in Çavuşlu Primary School,a school we share the same garden.It means that refugee student population in our school will increase in next years. Refugee students enter the same classes with their fellows without any language practise that’s why they can’t speak common languge with their fellows.We have prepared “JOURNEY to HOPE” project with Germany,Italia Greece and schools from Turkey ;because they have the similar problems about entegrating refugee students into education systems and increasing their adaptation to the society. We aim to present a project process that tries to solve refugee students’ problems after school to integrate them into the society and education system,that applies supportive programs to make refugees learn the languge of the country they live ,that gives them opportunities to introduce their own cultures and maybe this is the most important point. Most of the project activities that will be practised in participant schools during the project time can be maintained without an additional fund; so participant schools will always help refugee students. These mentioned activities; “A LANGUAGE A LIFE”: This activity aims to provide supportive services after school for 8 hours in a week to make refugee students learn the languge of the country they live in “HERE IS THE SOLUTION” : With this programme, a supportive service for 3 hours in a week will be given to the refugee students who needs help and have difficulties in problem solving. With “ I AM LEARNING WITH MY FRIEND” programme ,we aim to shorten refugee students’ language learning processes in the country they live , support their academical success and constitute cooperation instead of competition among our students With “CULTURAL HARMONY”,our goal is to make a festival in which refugee students of our participant schools introduce their cultures in a frame of dances,costumes,dishes of their own countries. With”I AM FREE” activity ,we aim to give each refugee student a chance to make a speech to his/her friends and teachers about any topic he/she wants at a particular time by giving them a speech corner; so we aim to create a sense of democratic society.. In project process ; there will be 2 LTT activities to increase teacher qualities . At the end of LTT activities ; we aim that our teachers will gain qualities about: -teaching under hard circumstances, -creating a democratic,multicultural and an inclusive sense of education , - having an awareness about traumatic children’s teaching and learning processes, -how to plan refugee students’ teaching and learning processes. When the staff ,who gains these qualities with LTT activites , shares his/her experiences with his/her colleguages in the school ,the quality of entegration processes in participant schools will increase.. With LTT activities for students; we aim to strenghten mutual tolerance between countries ,to make cultures mutually known and to create an awarenesses about refugee students’ problems. In project process ,There will be 3 management meeting as : opening meeting,in terim meeting and final meeting .It is planned that 3 LTT activities will be made during the project. One of them is for students and the others are for the teachers..In project mobilities; a)32 teachers,24 students and 8 accompanying persons will attend to LTT activities. b) 36 personnel will attend to transnational meetings. Within the scope of ERASMUS + programme’s aim of cooperating with different countries that have same problems ,we will entegrate refugee students into participant schools’ education systems and increase their social adaptation.We believe that project’s viable outputs will be a source of inspiration for different cultures and schools that have the same problems.

"""From Peer Bullying To Peer Friendship” is a cross-sectorial cooperation with 6 countries i.e. Italy,Turkey , Czech Republic ,Poland who are coordinated by Romania to combat bullying and early school leaving due to it. To maximize the ultimate effect of main project activities, we started off our partnership with organizations with a successful background and experience in the project theme. Our partnership is based on a collaborative work in an international setting to promote regional development and cross sectoral cooperation to build bridges and share knowledge between the different formal and informal education and training sectors. As the project team, we defined all the responsibilities among partners; considered risk factors which focus on threats and opportunities of the project; identified effective techniques to monitor and evaluate qualitative and quantitive indicators of achievement. These indicators will be used to measure progress towards goals.We will make impact assessment to evaluate achievements and to generate recommendations for future improvements. We ensured that our project comprises an appropriate mix of complementary participating organizations with necessary profile, experience and expertise to successfully deliver all these aspects of the project. Cooperating with the relevant staff whose organizational profile, skills and competence are linked to the project goals and objectives will increase the impact of our project’s tangible and intangible results. İn this project, the term of “Peer Bullying” has been observed according to definitions and approaches variety in European Countries. “Bullying” is used synonym of violence and aggressiveness today and spread of all cultures in the world as an international concept. “Bullying” is a widespread fact which consists of physical, verbal and social damage to a feeble one. It is a kind of violence and can be defined as incapability of someone to a person or more than one person’s violence. the frequency and extent of violence is very effective on espousal, insensitivity and unresponsiveness of the students. Thus, they use them as a problem solving instrument and also can move them to all parts of their life. Bullying should not be tolerated and should always be followed by an immediate and appropriate response.Within the increasing devastating effects of bullying, it has now become imperative that schools take the problem more seriously and explore ways to reduce it. In order to deal with bullying, which can appear in many kinds and degrees, schools should search for opportunities to build the capacity of students and teachers to take actions to stamp out bullying. Our project’s main objective is to raise awareness of the problem and looking for tools to eliminate it. We aim to exchange our experiences and good practice, carry out peer learning activities and workshops, attend LTT activities and search for ways to appease the aggression at schools. Two types of Learning-Teaching-Training activities are embedded in the project programme: 2 short-term joint-staff trainings and 4 short-term mobility of pupils. Our project employs project-based collaboration, peer-learning, workshops, virtual laboratories, virtual collaboration spaces, information, guidance, teaching and counselling activities to accomplish the goal of our project. Questionnaires, interviews, observations and assessments will help us measure our performance.Our generic project methodology consists of 3 stages: a controlled start with pre-project activities, designing the project and organizational preparation; a controlled middle with proper monitoring/controlling the activity plan with documentation and reports; a controlled end with self-assesment and overall evaluation of the project lifecycle. Dissemination will be intensive at these last two stages. We will undertake a targeted and wide dissemination of our project’s tangible and intangible results through offline means such as making news in school magazines and press statements in local newspapers, internal meetings and team sessions, utilizing audiovisual materials developed during the project and using online tools such as project websites, social media networks and organizational websites. The ultimate goal of dissemination will be to increase the impact of project activities beyond the organisations directly participating in the project. To ensure sustainability and dissemination of project results we will build the capacity of our organizations through motivating our staff for new training activities and projects in local/regional or international context. The final outcomes of the project will be put together as a set of good practices including workshop and training reports and local level activities. These practices will maintain the sustainability of the project longer."