Turkey- 2nd Year - "Me as_an_engineer_2015_2016
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Turkey - 1st year - "My Ideal Town"
The document discusses an industrial museum in Ankara that was formerly a caravanserai. It houses hundreds of items ranging from miniatures to full-size boats and vehicles showcasing Turkey's history. The museum is one of the first and only industrial museums in Ankara. The document also lists positive aspects of Ankara as beautiful buildings, good transportation, wide streets, and health facilities. However, it mentions negative aspects such as air and water pollution, lack of natural spaces for children, traffic problems, and safety issues with some homes lacking fire escapes.
Me_as_an_engineer
The students renovated a local woodland area to create a green space for their ideal town. They built a scale model of the renovated area, including a playground, picnic area, and relaxation zones. The students then gave tours of the real woodland during a spring event, explaining their renovation plans. They also created street furniture from recycled materials like cardboard and tires to furnish the green space.
teacher Expectation questionnaire_comparative results_nov2014
This document presents the results of a teacher expectation questionnaire on the Erasmus program comparing responses from Italy, Turkey, and Bulgaria. The questionnaire addressed teacher knowledge of Erasmus, expected benefits including professional development, competency-based education, English language skills, cultural awareness, student impacts such as motivation, cooperation, technology skills, and more. Results showed high levels of agreement that Erasmus would provide benefits across these areas, with some variation between countries.
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This document presents the results of a questionnaire given to teachers in Italy, Turkey, and Bulgaria about the Erasmus project. The majority of teachers agreed that Erasmus has fostered teachers' professionalism, competency-based education, motivation to improve English, and widened cultural horizons. Teachers also felt it fostered pupils' cooperation, ICT skills, use of English, and talents. Most teachers believed Erasmus will favor didactic reflection, enhance exchange of good practices, promote open-mindedness, and contribute to European integration.
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