The team conducted field interviews in order to design content that will facilitate language acquisition. As a result of these interviews, the team reached a common insight on mothers: Hearing mothers of hearing-impaired children feel stuck between the doctor, audiologist and rehabilitation trio. They feel lonely and pay significant attention to experiences of other mothers with hearing-impaired children.
The data collected from field interviews have shown that if alternative educational initiatives lack the support of the families, the children are more likely to gain a limited learning outcome. The team also concluded that urban families have limited opportunities to spend time with their children.
The team started to design a mobile application called “Ask, Discover, Produce”. They gained the insight that the children would become more eager and determined to team up with their peers and work together if they were able to observe what their peers’ interests, curiosities and abilities were.
Farklı meslek gruplarından insanlar, öğretmenler, okul yöneticileri, akademisyenler, ebeveynler, sivil toplum kuruluşları, kuluçka merkezlerindeki girişimciler/sosyal girişimcilerle görüşüldü. Edindiği içgörülerle P4C yöntemine uygun uluslararası nitelikte içerik üretmeyi hedefledi. Felsefe Kutusu adını verdikleri ürün, belli bir felsefi soruna odaklanmış 4 uygulamadan oluşan, her öğretmenin kolaylıkla sınıfında kullanabileceği bir eğitim materyali haline geldi.
The team concluded that after the demonstration of samples and the introduction of pieces, every child produced a toy with their own interpretation. The pieces and the content were different from anything they had come across before, therefore they started to explore materials individually, then moved on to interact with each other. The team continued the test phase with different groups of children, with reference to their insights.
They agreed upon the insight that the decisions and actions of students are shaped according to their role models, until their individualisation process is complete. They also concluded that linguistic and cultural differences cause students become subjects to bullying both by their peers and teachers.
After conducting interviews with foster families, academics and NGOs, they reached to the conclusion that the main reason that the system is facing the same problem throughout the years is that dorms and nursery schools are perceived as children’s natural environment. They realized that the unrestrained attachment and mutualisation needs can be turned into a motivating element.
The team noticed that 9th and 10th graders’ interest in lectures grew higher when the subjects were taught through a method that would relate them with current developments and role models. They acquired the insight that the present curriculum was considered as ‘’disconnected from the real life’’ therefore causes students to lose their interest in the subjects and become demotivated.
The team conducted tests to find out whether people would volunteer in this study. They formed a list of volunteers that would like to contribute and participate in the trainings. Volunteers were given various games to play to improve their creative self confidence. As a result of the games, the team observed an increase in awareness of creative material use. As the prototype developed, more tests were conducted and some materials were added to/removed from the pack.
The team made an application in order to provide resolutions to the basic problems that exist in the formal education system in Turkey. They have identified these issues as the following: Lecturing methods that exist both in digital platforms and books do not grasp the attention of the students, the course subjects seem to have very little to do with the daily world and are considered to be taught in an imposing way.
The Senfoni team has made an application with the insight that urban kids are confined to structured spaces and times. They agreed that the involvement of parents in kids’ education processes is limited. The team is trying to create a change over the deficiency of interaction and content standardization. Their aim is to ensure physical and emotional improvement at the preschool education level.
LTS has made an application and pointed out the necessity of educational content that encourage children from all socio-economic groups to contemplate over existential and ethical questions. They argued that the main aim was not to focus on individual problems but to contemplate, speak and understand together, as a community.
The Hemdem team focused on children in the need of protection during the support program and made an application to prevent them from being alienated from society and help them to get involved in social life. They aimed that those who feel hopeless about their future and give up would build self-confidence.
Minizma team has been organizing various 3D design, robotics and coding workshops for a year, using gamification techniques with children. They have applied for the Accelerator in order to develop a product that would improve the efficiency of technology use during the interaction between the teacher and the student.
