Target groups of your project
Thirty-six students and twelve teachers were involved in the transnational mobility activities of our project. However, through the dissemination and integration activities organized locally by the project partners after the mobilities, all of our students aged between 11 and 15 who studied in our schools indirectly benefited from the activities. Thanks to the interdisciplinary nature of the STEAM education model and its applicability to different course curricula, we ensured that our teachers who could not take part in the project mobility also benefited from the results and achievements of the project. Our secondary target audience, who did not participate in the activities of the project, benefited from the dissemination activities and the intellectual outputs of the project.
Turkiye |
The five-day mobility programme was designed to share the host school’s STEAM-based science practices through a combination of collaborative, hands-on, and reflective activities. Following introductory meetings and ice-breaking sessions, students explored key scientific concepts through practical workshops focused on real-life applications.
The activities addressed topics such as electric circuits, motion detection, pressure, elasticity, aerodynamics, and momentum. Students designed and built functional models, including smart systems using sensors, inclusive alert devices for visually impaired people, simple robotic components, model aircraft, and mechanical tools. Each workshop was supported by guided brainstorming sessions that encouraged students to reflect on technological applications, problem-solving strategies, and inclusive solutions.
Throughout the programme, students from guest and host schools worked in mixed groups, strengthening collaboration skills while deepening their understanding of scientific principles and their relevance to everyday life and societal needs.
Poland |
Each day of the mobility activities was structured in three stages, during which the host school’s experiences in applying the STEAM learning approach to science lessons were shared.
The first stage consisted of briefings: two-hour sessions focusing on science-related STEAM studies that the host school had successfully implemented during the previous term.
The second stage involved workshops: science STEAM workshops in which students from both the guest and host schools participated in mixed groups, actively engaging in collaborative activities.
The third stage included evaluation and brainstorming meetings: sessions dedicated to assessing the role and effectiveness of the activities in achieving the intended learning outcomes. During the brainstorming phase, participants exchanged ideas and reflections on additional types of STEAM activities that could be integrated into regular classroom practice.
Italy
Each day of the mobility activities organized by Scuola Vittorini di Messina was structured in three stages, during which the host school’s experiences in applying the STEAM learning approach to mathematics were shared.
The first stage consisted of briefings: two-hour sessions focused on mathematics-related STEAM projects and studies that the host school had successfully implemented during the previous term.
The second stage involved workshops: hands-on mathematics STEAM workshops in which students from both the guest and host schools participated in mixed groups, actively engaging in collaborative activities.
The third stage included evaluation and brainstorming meetings: sessions dedicated to assessing the role and effectiveness of the activities in achieving the intended learning outcomes. During the brainstorming phase, participants exchanged ideas and reflections on additional types of STEAM activities that could be integrated into regular classroom teaching.