At the first stage, the teachers who participated in the project received seminars on STEM projects and Scientix projects from Dr. Tunç Erdal Akdur, the scientist Coordinator of Turkey. After the seminar, teachers formed STEM teams in their schools. Teachers designed learning scenarios for the project.
Students who participated in the project learned about the problem in the STEM script. In each learning scenario, a solution to an environmental problem is sought. Scenarios for achievements in countries ' curricula 21.built according to Century Skills.
Students watched videos and animations for the event. After the videos they watched, the students created solution suggestions. In this way, students were able to discover the factors that cause problems. Students designed solutions and inventions for the problems they identified. Students from different countries came together and designed various products to raise awareness about environmental pollution.
Designed online webinars; students, engineers met. At the meeting, the engineers described their profession. Students asked what they were curious about the engineering professions. Thanks to the event, students became familiar with engineering professions.
During the activities, students were guided only within their needs; their products were evaluated. The STEM education process has been closely followed with the evaluations made.
The studies were added to the STEM School Label profiles of the schools. At the end of the studies, schools were eligible for the STEM School Label.
From 4 countries 151 according to the data obtained from primary school students, students participating in the activities in the draft project have created solutions to the problems they have identified within the framework of the activities they have determined about their wishes. It has been observed that the solutions and inventions of the students are original and creative.