We know very well that young people who are curious will learn.

Our adventure starts in kindergarten with asking questions and it continues in high school with project studies that attract the attention of the world of science.

At Academy 1418, we have every opportunity to explore. You can see our students at any time in our school while traveling in the mysterious world of science or associating mathematics with art.

Our students are moving towards being creative individuals who will test the limits of science in the future.

As a science school, we are proud of being among the few "good" schools of our country as well as turning academic success into a tradition. It is amongst our main objectives to find and evaluate the innate talents and acquired skills of our students, to raise inquiring individuals by developing these skills and talents in line with their choices and tendencies as well as society's current and future needs for the labour force.

Our aim is to raise people with leadership skills who have internalised science.

We aim to provide our young people with the necessary equipment that they will need in life. In this respect, we have created an atmosphere that uses a certain understanding of discipline to support the creativity and freedom of movement of our students. In this context, we have established Science Advisory Board consisting of academics and people working at the Industrial Centers that implement technology, and our aim is to raise generations who will guide science in our school and know how to use it in the future. What are we doing within this framework?


Having used skills such as research, creativity and problem solving starting from kindergarten, our students carry out projects with the support of our Science Board. We provide project preparation and project cycle training to our students and teachers.

Gained the foundation for authentic and critical thinking at an early age, our students grow up with a solution-oriented mentality, actively participate in the learning process and we can consequently carry out individual and team activities thanks to project-based learning method.


Our students have the opportunity to transform the products that they envisaged during course activities, which will push the boundaries of additive production from the elements of Industry 4.0, into real objects after final modeling and production stages. For example, we create a multidisciplinary learning environment by allowing them to use the 3D printers in our school to print their own authentic cell model based on the cell that they have been taught in the Biology lesson.

Together with our students, we are developing 3D models by uploading instead of downloading. We continue our projects in this area as well. For example, our students produce unique educational models for students with learning difficulties as part of their social responsibility projects. We produce the models of a lot of course tools that we use in our school.

As we know that our country will come to a much better level with our production, we produce with our students using domestically manufactured products. We started to produce our own 3D printers with our students. We also bring together examples of entrepreneurship during our lessons.


STEM + A (Science, Technology, Engineering, Mathematics + Art) Training; is an educational approach that has been adopted by the education programs of various countries so far, and it aims at transforming theoretical knowledge into practice, products and innovative discoveries and allows students to see what they learn in science, technology, engineering, and mathematics lessons as parts of a whole.

At Academy 1418, with STEM+A training, we aim to provide our students with the knowledge and skills of production and invention. Individuals with STEM+A training are expected to be able to adapt easily to the qualifications required by business life when they enter the business world and contribute to the economic development of the country.

STEM+A Training is globally considered as an interdisciplinary approach covering the whole educational process from pre-school to higher education. At our school, we teach our lessons by associating them with one another and by integration of curricula. For example, we teach the topic of energy by allowing students to get involved in engineering practices by using Fischertecnics kits.


Robotics is a common field that covers machine and control systems, computers, electronics and space sciences.
Considering aspects such as designing mechanisms, adding the electronic hardware so that they can be controlled, controlling them in the digital medium and various other activities according to certain conditions, this field brings together various engineering disciplines such as machinery, mechatronics, computer, software, control and automation, aerospace, and electric-electronic.

At Academy 1418, students learn to use various kits from First Robotic Competition to Mbots and they also learn to use tens of different components. Moreover, they learn not only to learn but also to teach. They are developing projects with what they learn. For example; Our students can design their own robot arms and mobilise them by adding various motors and circuit boards.


Many developed countries have changed their education system drastically, having realised the importance of skills of this day and age such algorithmic thinking, analytical thinking, critical thinking, problem solving and design-oriented thinking. In order to help our students gain 21st-century skills, we attach great importance to coding in fully equipped laboratory environments. Because we know that our young people who code have the following skills;

* Setting up the algorithm and coding the established algorithm.

* Analytical thinking based on computational thinking.

* Taking programmed actions keeping variables in mind.

* Finding the shortest way to solve the problems.

* Ability to look at events and problems from different perspectives.

* Have systematic and creative thinking skills.

Due to its syntax that is easy to write and understand, Python is one of the most popular languages nowadays, and our students learn and love coding thanks to this language. It is stated by MEB in the Information Technologies and Software textbook that Python programming language should be taught as of September 2017.


Many schools have laboratories. In our school, we also have fully-equipped laboratories. We also have a 3D Virtual Laboratory in our school. Latest research shows that thanks to the use of 3D training, students' interest in the lesson as well as their concentration can be greatly increased and students can follow the lesson with great interest.

As a result of extensive research, it has been revealed that 3D education increases students' interest in the lesson by 60% and that the 3D-lessons are followed with interest by 99% of the students throughout the whole lesson.

The use of 3D education, especially in the field of science, provides students with a better understanding of the subjects. For example, students can easily get bored while learning cellular division because they are taught in a normal way. Thanks to 3D education, students can see the cell and cell division in three dimensions, which helps students better understand the subject. This provides the students with a high level of success and increases the current quality of education.


We are in an age of digital content, and we work really hard to raise a generation that creates and uploads digital content, rather than being part of the downloading society. Our passion for production creates educational mediums for developing content from Augmented Reality to Virtual Reality. We get our VR-enabled camera and start projects. We aim to start from our vicinity and create content all over the world. We also learn how to use 3DMAX to model the places we cannot go, the things we cannot see and those that we miss.


We have prepared platforms where we will meet with valuable scientists working in the most important centres of the world working on the biggest experiments. Our students get to discuss the universe with scientists at Cern, and space with the scientists at NASA. We build video conferences where our science meetings are not limited to a narrow space and other schools can also participate. Because we know that the information is wonderful only when it is shared.

For example, Academy 1418 students participated in the CERN International Masterclass organised in collaboration with Konya Science Centre and METU. Using the real data of the European Centre for Nuclear Research (CERN), our students had the opportunity to be part of the relevant experiments and analysis. The participants shared their experiences with other participants from different parts of the world via video conferences and conveyed their questions to the scientists at CERN. During the course of the program, Academy 1418 students, who acquired new information from academics at CERN and had the opportunity to examine a real data set recorded in ATLAS Z experiment with the help of a computer in groups of two, shared their observations and experiences with their friends in school.