| PROJENİN ADI | PROJE EKİBİ | PROJE YILI | PROJE ÖZETİ |
| A Constructive Approach to Teaching Creative Drama | Ahmet İhsan KAYA (Araştırmacı/Uzman) | 2014-2017 arası | Devlet okullarında göreb yapan öğretmenlere drama eğitimi verilmiştir. Bu kapsamda Romanya ve Macaristan'daki yerel eğitim otoriteleriyle işbirliğine gidilerek drama eğitim kitabı yazılmış ve yurtdışı ziyaretleri gerçekleştirilmiştir. |
| Empowering Social Skills of Gifted Students by Inclusive Education | Zeynep YILMAZ ÖZTÜRK (Yürütücü/Koordinatör) Aykar Tekin Bozkurt (Araştırmacı/Uzman) |
2020 | Stratejik ortaklarımızla bu projeyi yaparken ana hedefimiz özel yetenekli öğrencilerimizin eğitiminde diğer ülkelerdeki en iyi uygulamaları incelemek ve sosyal becerilerini güçlendirmektir; bireylerin farklı yönlerini keşfetmek ve özel eğitim olanakları sağlamak, insan kaynaklarını yer üstü hazinelerle keşfetmek, yönlendirmek, geliştirmek ve geliştirmek, gelişime katkı sağlayacak, öncü kişisel, sosyal, girişimci bireyler yetiştirmektir. Strateji Geliştirme Başkanlığı ve Milli Eğitim Bakanlığı'nı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü'ne sunarak özel yetenekli öğrencilerimizin sosyal becerilerini güçlendirme konusunda yol gösterecek bir politika öneri belgesi oluşturmayı hedefliyoruz. |
| Integrative Parents' Autism Training Project | İbrahim Tanrıkulu (Araştırmacı/Uzman) | 2020 | Bu çalışmada otizm teşhisi koyulmuş bir çocuğa sahip olan ebeveynlere yönelik bir eğitim programı hazırlanması hedeflenmektedir. |
| Peace Dialogue Campus Network: Fostering Positive Attitudes between Migrants and Youth in Hosting Societies | Mehmet BAŞARAN (Araştırmacı/Uzman) | 2018 | Over the past years, the Eurasian landscape has witnessed unprecedented levels of international migration. The UN statistics estimate that the number of international migrants globally reached 272 million in 2019, an increase of 51 million since 2010. Currently, international migrants comprise 3.5% of the global population, compared to 2.8% in the year 2000, according to new estimates released by the United Nations (https://www.un.org/development/desa/en/news/population/international-migrant-stock-2019.html). The main objective of this project is to foster a more peaceful generation in Europe and in Turkey that approaches migrants with positive attitudes. The project aims to enhance social, civic and intellectual competencies recognized as effective tools to prevent and tackle discrimination, radicalism and racism, and to promote social inclusion through intercultural communication, interaction and empathy. The project aims to achieve this objective via an international peace dialogue campus network of university students, led by 29 “Peace Envoys” trained through rigorous academic preparation, experiential education and leadership development. The Peace Envoys are composed of students coming from different disciplines at the partner universities. Three boot camps were organized in Rotterdam, Istanbul, and Bologna, designed in topics crucial to peacebuilding e.g. intergroup contact, stereotypes and prejudices, social inclusion, inequality and social justice, European citizenship, project cycle management and so on. The Peace Envoys have been assigned with the task of creating peace dialogue students’ clubs in their home universities, which will finally become a “Peace Dialogue Campus Network”, recruit and pass on their knowledge to other students to become peacemakers, and implement their own inclusion projects on their campuses and/or in their cities. Their projects in Istanbul, Gaziantep, Bologna, Berlin and Rotterdam have all been successful, with most of them reaching out beyond the borders of the university campuses. The Project has produced 4 Intellectual Outputs; Need Analysis, Strategy Paper, Online Course Curriculum and Train-the-trainer Camp Tool Kit for Peace Envoys, and Peace Dialogue Campus Network Best Practice Guide (Best Practice Guide for University Students on How to Design Your Own Social Inclusion Project). All the outputs are open-access resources available to students, scholars and the general public via the project website. The Need Analysis and Strategy Paper were prepared based on an extensive literature review and analysis of the historical and current situation of migration to the countries of the project partners and policies developed over the years by authorities. They aim to identify the prejudice and discrimination level between migrants and natives in cities of the partner universities, by conducting surveys for three different target audiences; native students, migrant students and migrants who are at university age, but do not have access to university. The surveys were conducted in 7 languages; Turkish, Dutch, German, Italian, Portuguese and Arabic, via online tools (Qualtrics) and face-to-face interviews. The online course “How to stop discrimination and enhance cultural dialogue” was designed and developed as a self-learning open class course to pursue the goals and promote the fundamentals of the PEACEMAKERS project. Assessment is provided across the topics for self-learners and a set of assessments for those who want to get ECTS was created. The methodology, a proposed topic timeline is available, topic tasks are presented, the resources included, and a syllabus focused on the main subjects of the project’s three boot camps. The outputs of the Project are all included in the course which will make them available to a broader interested public. This “Best Practice Guide for University Students on How to Design Your Own Social Inclusion Project” is prepared for university students planning to start a social inclusion project. A step-by-step approach guides the way to a successful social inclusion student project that will raise awareness in their circles and attract others to get onboard. The PEACEMAKERS Project is taken as a case study. The details of the Peace Envoys’ projects and best practices are gathered in this guide. Peace Envoys from all partner universities, as well as other universities in the world, will be able to use this guide as a resource to develop new projects in the future. The impact of the project was threefold: First, it educated the Peace Envoys who can share their knowledge with their fellow students and friends; second, the general public was informed about people with a migrant background, their situation and personal histories through enhanced intercultural dialogue, intergroup contact and communication, which reduce stereotyping, prejudices and discrimination; third, stakeholders have learned about and from the project results. |
| Scientix 2 | Mehmet BAŞARAN (Araştırmacı/Uzman) | 2014-2017 arası | Executive Summary: The following report details the activities carried out within the framework of the Scientix 2 project, between 2013 and 2016. Specifically, (1) a summary of the project context and its main objectives (2) a description of the main S & T results accomplished through the attainment of the settled objectives and (3) a description of the potential impact (including the socio-economic impact and the wider societal implications) of the project as well as the main dissemination activities and the exploitation of results. Check the website: https://cordis.europa.eu/project/id/337250/reporting |
| Scientix 3 | Mehmet BAŞARAN (Araştırmacı/Uzman) | 2018 | Science, Technology, Engineering and Mathematics (STEM) are essential to our lives. Despite this, there are less students pursuing STEM careers and jobs, and the image of STEM in media and society is not consistent with the importance they have. To address this, numerous projects are financed to promote STEM subjects, careers and education. To increase awareness of the overall outcome of these “investments”, Scientix: The Community for Science Education in Europe, was created in Dec 2009. In its first stage (2009-2012), Scientix built a portal to collect and present European STEM education projects and their results. Scientix 2 (2013 – 2015) expanded this community to the national level. This activity was continued in Scientix 3 (2016-2019) with the following objectives: • To ensure the continuation/adaptation of Scientix activities. • To contribute to and support the development of national strategies for wide uptake and dissemination science education methodologies. In order to achieve the objectives, as well as the more general aim to improve the awareness and quality of STEM in primary and secondary education, and thus have better informed and prepared adults in the future, Scientix 3 has run numerous activities including networking events between Ministries of Education, industry and STEM education professionals, professional development training for teachers, and dissemination campaigns, both at national and European level. Scientix activities can be grouped into four types. We provide here a summary of the work performed and main results achieved between Apr 2016 and Sep 2019: 1) Scientix Portal • The Scientix portal (http://scientix.eu) until mid-2016, was available in 8 languages. Since Sep 2016, the navigation of the portal, as well as key pages, are available in all 24 official EU languages. • Additionally: 164 new projects, 180 news items, 282 events and 906 resources published; 142 resources were translated through the Scientix translation on demand service and the resources in Scientix can now be accessed from any portal with the Scientix widget. 2) Dissemination and exchange of practices • Increased social media presence via Facebook “Science Teachers in Europe”, Twitter @scientix_eu and Instagram scientix_eu. • Sent 84 Email Digests and published 10 thematic newsletters • Published posters and fliers in 29 languages; 7 Scientix observatory papers; the 3rd Scientix Conference proceedings; a Scientix status update; and 11 interviews. • The STEM Discovery Week (SDW) annual campaign promotes collaboration in STEM. 4 SDW Campaigns were organised. The 2019 SDW reached 4,700 schools, 15,500 teachers, 122,000 students in 40 countries. • Campaigns also organised for the 3rd Scientix conference and around the publication of two reports on STEM education at the end of 2018 that provided an overview and analysis of current policies and practices in STEM education. • Scientix has been presented at 36 events and supported 48 STEM education events and fairs. • The Scientix Online Meeting Room was used 167 times and 140 new blog articles were published. 3) Professional Development • The 3rd Scientix conference (May 2018) had 352 participants. The programme featured 4 keynotes, 56 talks, 14 workshops, six roundtables and 15 exhibition stands. • 5 Science Projects Workshop in the Future Classroom Lab (FCL) were organised with 40 to 60 participants each time; and 2 week-long FCL training courses were organised with 23 and 41 teachers attending. • 4 Scientix Project Networking Events (SPNEs) were organised with 20 to 30 participants each time; 31 webinars; 9 European Scientix hands-on trainings and 16 new Moodle courses • 3 MOOCs were carried out by Scientix. Two in collaboration with the STEM Alliance and SYSTEMIC project: “Opening Minds to STEM careers”, for teachers (Apr 2017) and “Opening Schools to STEM careers”, for heads of schools and career advisors (Sep 2017). The courses reached over 1,200 and almost 600 participants respectively. The 3rd MOOC “STEM is everywhere” (Oct 2018) for teachers, had over 2,100 teachers participating. 4) Support of national strategies • Scientix National Contact Points (NCPs) provide the link between Scientix at a European level and national activities. There are two types of NCPs: Ministries of Education (MoEs) and organizations acting as NCP selected through a call for interest. The MoEs are also members of the MoE STEM representatives Working Group (MoE STEM WG), a platform of discussion and exchange for MoEs regarding their STEM education policies. By Sept 2019, 27 countries had an NCP, with 22 of them also in the MoE STEM WG. Numerous national workshops and conferences have been organized with the support of Scientix. 3. • Scientix Ambassadors (SA) act on a voluntary basis and are selected based on 1) obtaining a score of more than 65% in a SA Training Course and 2) an application to be a SA. From the 3 editions of the course 473 teachers from all over Europe and beyond became SA. SA disseminated the project on more than 2,430 occasions in 43 countries in Europe and beyond either online and on newspaper articles, national webinars or TV and radio interventions. 110 of the SA provided support to Scientix and to other STEM projects under the Scientix Projects Support initiative. Progress beyond the state of the art and expected potential impact (including the socio-economic impact and the wider societal implications of the project so far) Scientix made a huge breakthrough regarding innovative STEM teaching and online learning and has undoubtedly made a significant impact on teachers, their teaching practices, and consequently their students, throughout Europe via the creation of Scientix ambassadors and the numerous training opportunities offered. The expansion of the Ambassador programme is one of the key successes of Scientix. The increase in Ambassador numbers during Scientix 3 has many encouraging implications, extending the reach of Scientix to more remote localities less often included in national or international projects. The second achievement of Scientix is everything that has been done for career advisers in schools. From an economic point of view, it is essential to attract students to STEM jobs. Scientix has contributed beyond the initial situation, thanks to its various training activities to revive the profession of career advisers, providing them with the appropriate tools to make STEM jobs more attractive, and collaborating with industry and public-private partnership initiatives such as the STEM Alliance initiative. The third achievement of Scientix is how it contributed to the development of national strategies via the Ministries of Education STEM representatives Working Group (MoE STEM WG) following an agenda that addresses the ministries’ priorities and main interests. Finally, Scientix has managed to build a reputation for organizing landmark events in STEM education such as the 3rd Scientix conference. This conference as well as the numerous training activities organised by Scientix, help teachers to learn more about recent developments in STEM education, based on research and practical implementation of STEM-related strategies but also allow them to construct networks and collaboration in direct relation to their main areas of interest. Overall, what matters is the scaling up of the learning processes which have led Scientix to obtain these results, and that is certainly the challenge for tomorrow helping teachers even more to inspire young minds to study and understand STEM but also to consider careers within them. |
| Scientix 4 | Mehmet BAŞARAN (Araştırmacı/Uzman) | 2019 | Inquiry-based science education in Europe The science education community in Europe aims to promote inquiry-based science education (IBSE) in addition to other initiatives. Within this scope, the EU-funded Scientix 4 project will continue the activities implemented by the previous Scientix projects and will launch new initiatives. First, the project will continue collecting and displaying information about European science, technology, engineering and mathematics (STEM) projects and their results through an internet portal. Then, it will increase professional development activities, enhance community building and establish European partnerships. Finally, a conference will be organised to bring together the STEM teachers' communities. |
| Timeline Travel: An Alternative Tool for Architectural History Learning and Teaching | Melike Özyurt (Araştırmacı/Uzman) Mahmut Kalman (Araştırmacı/Uzman) |
2014-2017 arası | Proje iki tarihi şehri — İstanbul (eski Yunan şehri Bizantion, Bizans başkenti Konstantinopolis ve Osmanlı İstanbul’u) ve Ravenna — prototip olarak ele alacaktır ve araç (Zamandizin Yolculuğu) bu çok katmanlı şehirlerin mimarlık tarihini göstermek için kullanılacaktır. Araca bir web tarayıcısı üzerinden ulaşılacaktır. Araç iki temel teknoloji kullanacaktır: interaktif haritalar ve kronolojiler. Arayüz ekranı yatayda ikiye bölünmüş olacaktır. Üst kısım zaman değiştikçe ve yeni yapılar inşa edildikçe değişen şehrin haritası olacaktır. Alt kısım ise yaklaşılabilen, zamanda ileri ve geri gitmeye imkan tanıyan kronoloji olacaktır. Kronolojide yapıların fotoğrafları ve kısa bilgiler yer alacaktır. Harita şehri kronolojide işaretlenen zamandaki haliyle görüntüleyecektir ve bu belli aralıklar belirlenerek (1, 5, 10, 20, 50, 100, 200 yıl/saniye) ve zaman aralıkları seçilerek (ör. 330-1453) animasyona çevrilebilecektir. Sonuç olarak kullanıcılar şehrin mimari gelişimini üst panelden bir film olarak izlerlerken alt panelden değişen yapı türlerinin ve üslupların görsellerini görebileceklerdir. Geniş açıda kentteki önemli yapıları ve dönemlerin isimleri görüntülemeleri mümkün iken kronolojiye doğru yaklaştıklarında dönem hakkında daha detaylı bilgi görüntüleyecek, daha fazla tarihi detay ve görsel bulabileceklerdir. Haritaya yaklaştıklarında ise yapıları daha yakından görüntüleyecek ve kentin kronolojide seçilen zamanki halini keşfedebileceklerdir. Alt paneldeki kronoloji, görseller, yazılar ve videolarla mimarlık tarihini anlatacaktır. Başka kronolojilerle, örneğin padişah/sultanlar kronolojisi, kadın/valide sultanlar kronolojisi, ya da temel tarih, kültür, bilim kronolojileri ile desteklenebilir olacaktır. Kullanıcılar aynı anda iki kronolojiyi görüntüleme imkanına da sahip olacaklardır —örneğin Ravenna ve İstanbul kentlerine ait kronolojileri— ve bunları karşılaştırma ve benzerlikleri araştırma fırsatı bulacaklardır. Kullanıcılar bir yapı, bir yer ya da yıl hakkında haritada ya da kronoloji üzerinde arama yapma imkanına sahip olacaklardır. Bir yapının üzerine tıkladıklarında bilginin yanı sıra planlar, videolar ve 3D modeller gibi veriler de ortaya çıkacaktır. |
| Türkiye Ve Avrupa'da Mülteci Kadınlarının Rehabilitasyon Ve Sosyal Entegrasyonu İçin Uluslararası İşbirliği | Sevilay ŞAHİN (Araştırmacı) | 2016-2018 arası | Günümüzde dünyanın en önemli ve en büyüyen problemlerinden biri göç etmektir. Göç hareketleri sadece mültecileri değil yöre halkını da etkilemektedir. Diğer yandan kadın mültecilerin entegrasyon konusunda sorunları olduğu görülmektedir. Projenin amacı, topluma entegrasyon ve kamp dışındaki kadınların rehabilitasyonu için uygulanabilir bir model program üretmektir. Projemiz, aynı zamanda küresel bir sorun olan göçmenler ve mültecilerin karşılaştığı sorunların ulus ötesi düzeyde çözümünü bulmayı amaçlamakta ve özellikle kadın göçmenlerin yaşam standartlarının artırılmasını amaçlamaktadır. Proje faaliyetleri üç aşamalı olarak uygulanmaktadır; rehabilitasyon, Mülteci Hakları ve Sosyal Entegrasyonla İlgili Bilgilendirici Faaliyetler.Ana faaliyetlerin bazıları şunlardır: - Mülteci kadınlar için sorun ve ihtiyaçların analiz edilmesi, - Tecrübe paylaşımı, ziyaret kurumları vb. için uluslararası toplantılar - Mülteci kadınlar için potansiyel eğitimciler için eğitim programı ve atölye çalışması - Mültecilerin hakları konferansları - Rehabilitasyon faaliyetleri, - Mülteci kadınlar için toplumsal entegrasyon ve maddi destek aracı olarak sanat dersleri. Proje, yedi ülkenin (Türkiye, Yunanistan, Romanya, Polonya, Letonya, Çek Cumhuriyeti ve Arnavutluk) işbirliğiyle düzenlenmektedir. Proje kapsamında özellikle mültecilerle ve kadınlarla çalışan örgütler seçilmiştir. Proje süresi 24 aydır. Projenin tahmini sonuçları; - Topluma entegrasyon ve kamp dışındaki kadınların rehabilitasyonu için uygulanabilir bir model ve eğitim programı. Bu program, ortak ülkelerdeki mültecilere uygulanabilir. - Katılımcıların rehabilitasyonu tamamlanacak - katılımcıların çalışma hayatına katkıları ve bu katkı ile kendi mali hayatlarını sürdürmeleri sağlanacaktır. - Mülteci kadınların mevcut durumu hakkında çalışmalar yaparak akademik çalışmalar yapılacaktır. |
| Work for an Inclusive School Heritage (Wish) | Melike Özyurt (Yürütücü/Koordinatör) Mehmet Fatih Özmantar (Araştırmacı/Uzman) Erhan Tunç (Araştırmacı/Uzman) Bilge Kuşdemir Kayıran (Araştırmacı/Uzman) |
2014-2017 arası | The WISH project included 2 pedagogical faculties from Romania and Turkey and 3 high schools from Slovakia, Italy and Spain. All the partners were connected with very similar pedagogic problems regarding the students in the risk of social exclusion. The basis was the will and effort to equip the students with recent skills and to contribute to building more tolerant and more inclusive society. Project aimed at innovative educational strategies in order to enhance the 21st-century skills via project based learning. Teachers were trained at specific workshops and prepared educational and free-time activities which related with the project topics. Students wrote and realized social-inclusion projects at school to increase the awareness about social inclusion using the project-based learning (approach) thanks to which the students gained the knowledge and skills. These were the activities linked with recognition and solving the real-life, recent and complex problem, question or a challenge. Main project goals were: to increase the awareness about the importance of social inclusion, to help the students to obtain the 21st-century skills using the PBL approach, to support the professional pedagogic staff development to improve the 21st-century skills and inclusion of students from various marginal groups, to increase the quality of pedagogic students at partner universities and school curricula at partner high schoolsin order to enhance the 21st-century skills and secure the social inclusion of students from disadvantaged groups, to raise the key competences of students (communication in English, social, civic and digital competences and other). Approximately, 200 people from 3 participating high schools were directly involved to the project activities. Universities supervised the pilot studies also at 2 other high schools (Timisoara and Gaziantep) what has risen the number of involved persons to about 3000 including direct participants (students and tecahers), experts/lecturers, policy makers, local and regional politicians, media representatives, headteachers and other relevant and important persons or groups of people. Besides that, universities accomplished to integrate the project outputs into their syllabus and other educational materials what means that other approx. 600 people benefit from project. Used methodology focused on active learning by students within the project, especially, thanks to teambuilding activities and ways of co-operative teaching. The participants had to manage a real (social inclusive) project in a school environment meaning they played an active role in the preparatory and realization part of these school projects. They organized various activities, chose appropriate digital tools, created different outputs, etc. All the project activities were directed to build uf self-confidence and to motivate the students to be initiative at action and to be creative at proposing solutions. Important skills such as English language communication, cultural awareness and intercultural communication were accomplished thanks to positive interactions among participants and mutual co-operation of the project partners. Students developed the 21st-century skills and acquired the awareness about the importance of social inclusion among their peers and schoolmates. Teachers understood the steps of PBL and learned new practices how to fulfill students´ needs at risk of social exclusion. Pedagogues co-operated on European level and were directly engaged in the youth educational process. Schools proceeded in developing the dynamic learning environment and increased the quality of provided education by integration of innovative methods and project outputs to the school curricula by several thematically-connected subjects. All that has had very positive impact on local and regional level. The project enabled students to become fully engaged and responsible members of their communities in terms of planning, leadership, sensitive approach and empathy to the socially-threatened people as an inseparable part of our society. On an international level, there was a cross-border transfer of knowledge, experiences and co-operation among schools and universities what enabled students to live and experience an active and responsible European partnership. One of other long-term project benefits represents the fact that participants faced important tasks: to solve problems, to cope with incertitude, to communicate through cultures meaning that the project approach led to a real life-long learning not only of students but also of the pedagogues. Throughout the project duration, several activities were realized in co-operation with local and regional partners, be it non-profit, private or public sector. All the project activities are archived in the Erasmus+ Project Results Platform as well as on the project webpage (www.wish-project.eu). |
| Facilitating e-Learning for an Inclusive Pedagogy: e-FLIP | Melike Özyurt (Yürütücü) | 2021 | 7 ülkeden eğitim kurumları ile yürütülen projenin amacı, öğretmenlerin tekno-pedagojik yeterliklerini geliştirmekle birlikte uzaktan eğitimin dinamiklerine uygun bir öğretim modeli geliştirirek bu modelle uyumlu öğretmen eğitim modülü ve dijital platformunu oluşturmaktır. Proje çıktılarının öğretmen eğitiminde ve öğretmen yetiştirmede kullanılması planlanmaktadır. |
| Extending The Boundaries In Education | Melike Özyurt (Uzman) | 2021 | 6 ülkeden 7 eğitim kurmunun ortaklığında yürütülen projenin amacı öğretmenlerin teknopedagojik yeterliklerini geliştirmektir. Bu kapsamda projede web 2 araçlarının kullanımına ve güncel eğitim yaklaşımlarına yönelik uygulamalı eğitimlere yer verilmektedir.Proje sonucunda öğretmen el kitabı ve eğitim videolarının oluşturulması planlanmakta, proje çıktılarının okullarda mesleki gelişime yönelik öğretmen eğitim programlarına ve öğretmen yetiştirme programlarına entegre edilmesi hedeflenmektedir. |