Implementation of ‘Building Bridges’ (SOI-TR-226)


The scenario, Building Bridges (LS-FI-446), by Karoliina Mutanen, offers the opportunity to teach Science and Art in light of technological and professional development advances in our time.

I applied this scenario to a 10-year-old group of 7 students studying at the Science and Arts school in Turkey. Students studying at this school are gifted students. I first told the students about the Europeana project online for 45 minutes, then introduced the Europeana portal.  The students then examined the learning scenarios on the Teachwitheuropeana portal.  The students proposed a scenario called Building Bridges (LS-FI-446) for the subject of the physics lesson, ‘endurance’ and pressure.  

We have adapted the learning scenario with flipped learning model.   Some of the activities were done using online and offline tools.   The other part was done face-to-face in the science laboratory.  The durations were generally appropriate; but during the ‘independent project work’ phase at the final stage, students stated that they spent time more than the recommended time.

Learning Process and Learning Tools

In the first stage, what do bridges do? What are the properties of a bridge? Some questions were asked, such as? And attention was drawn to the subject. The students then used Europeana resources to research historical bridges. Then I divided it into groups. I submitted assignments through the Google Classroom platform.   Using the information cards in the Quizlet vehicle, they discovered the materials used to build bridges. From the contents of the Thunderbolt platform, they discovered the types of bridge legs. Students made bridge drawings using a 3D drawing program ( Tinkercad or Blender) or paper. In this section, the students developed the draw skill up, 3D modeling skills and material knowledge. Creating a virtual classroom on Google Classroom has made it very easy to plan and execute online and offline activities.  

After the students became with the art and history of the materials, bridges used in the construction of bridges, the second stage was carried out face-to-face in the classroom. In face-to-face activities, students experimented with different types of bridge legs, exploring endurance and pressure principles. They tried various materials and bridge leg types. They competed to make the most pressure-resistant bridges for the specified bridge sizes.

They improved their engineering skills. They gave information about Thunderbolt and Quizlet web 2.0 tools, types of legs used in bridge construction, properties of materials. In this way, students determined the variables more easily while designing their projects.

In the third stage, the students designed their own bridges inspired by historical bridges. They made videos about the characteristics, purpose and types of bridges they designed.

Photos taken during activities

Students uploaded their videos to the Flipgrid platform. The Flipgrid (web 2.0 tool & app) has been an effective choice in terms of creating groups, allowing students in the group to upload their videos, and allowing students comment to on each other. Students watched videos of the bridges and commented on each other via Flipgrid. Activities at this stage are the 21st century’s most critical events, such as children’s communication, creativity and critical thinking. He made a positive contribution to his 21st-century skills.

Evaluation within the Scope of STEAM (STEM + Art)

Thanks to this learning scenario, students: In the field of Science (Physics); They learned the subject of pressure and strength effectively. In the field of technology; The use of web 2.0 tools and mobile applications have improved the ability to use 3D modeling programs. In the field of engineering; learned the properties of materials, developed products. In the field of art; They learned the history, texture and aesthetic structure of bridges. They discovered the importance of adding artistic value to their designs. They calculated the dimensions and resistance to pressure of the bridges they developed with mathematics.

Therefore, with the activity of building bridges, science, technology, engineering, arts and mathematics disciplines acted together. In this respect, it can be said that it is suitable for STEAM (STEM + Art) approach.

Learning Outcomes, Results and Recommendations

The students, Developed their skills such as communication, collaboration, critical use, creativity, technology competencies. In physics, they learned pressure and strength issues in fun and in depth. They discovered how intertwined the concepts of science and art are. Thanks to the Europeana portal, their interest in cultural heritage and art has increased.

Suggestion: The learning scenario could start with an impressive problem situation. It can also be enriched with engineering and mathematical dimension and returned to a format that appeals to 10-15 years old. At the same time, all activities within the learning scenario are applicable with distance education activities.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario?

Building Bridges created by Karoliina Mutanen

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CC BY-SA 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by PMRMaeyaert.

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