The call was published in October 2016 (link to the announcement) with the objective to improve the scientific learning ability of the students and to enhance the didactics competences of the physics teachers. The winners are three teachers from Burgos (Spain): Miguel Angel Queiruga Dios; Noelia Velasco Pérez; Fernando Martínez Lara The group will receive […]
Dear TEMI friends, unfortunately as all good things, also TEMI came to an end last July after 3 exciting years. But don’t worry, we won’t leave you alone in the search for innovative methodologies and resources to teach science. Here a list of ways to stay in contact with us:
1. Keep following us on Twitter @teachmysteries;
2. Download our toolkit Teaching the TEMI way and the Book of Science Mysteries;
3. Download the booklet “Light Mystery – A script with added comments”;
4. Participate to a competition to win a physics experimental kit developed by the University of Milano;
5. Download the TEMI App;
6. And much more in each of the TEMI countries.
The TEMI project was mentioned in a master thesis of didactics of physics by Marco Nicolini, a secondary school teacher at the European School of Brussels very active in the Science on Stage community. Nicolini, under the supervision of prof. Michelini (Università di Udine, Italy) selected TEMI as one of the programmes with high potential to innovate science teaching in Europe. If you are interested to read Nicolini’s thesis, exchange experiences with him or if you are interested to use the TEMI evaluation data for a research programme, don’t hesitate to get in contact with us.
As part of the legacy programme, TEMI Italy developed 6 toolkits for teachers and students, to facilitate the implementation of the enquiry method in the classroom. Each kit is inspired by a TEMI mystery that has been tested during the cohorts and contains everything needed to implement the mysteries. No need to say, the material in the kit is a starting point for the teachers that will tailor the lesson to the needs of their classes and curriculum. The University of Milan is currently busy to assemble the kits which will be made available to a number of lucky teachers. Stay tuned for more information!
The Institute for Science Education at the University of Bremen is one of the hosts of the Chemielehrerfortbildungzentrum Bremen-Oldenburg (CLFZ HB-OL). The CLFZ HB-OL is one of seven in-service training centres for science and chemistry teachers in Germany. The centres are financed and supported by the German chemical society (GDCh), the trust of the German chemical industry (FCI), and other partners. For more than 10 years now, the CLFZ HB-OL is supported by the GDCh and FCI with about 35.000 € per year to offer half- and one-day teacher education events
If you are looking for resources and innovative methodologies to teach astronomy in your classroom, try it the TEMI way! The University of Leiden team incorporated the four TEMI innovations in 4 successful teachers’ programmes about astronomy: Universe Awereness, Space Awereness, Europlanet and AstroEDU. Find it more in the full article.
TEMI Austria started a TEMIfollow-up workshop already in March 2016. ‘Mysteries in Practice’ (MiP) is a continuing professional development course and aims to establish a Community of Practice regarding inquiry-based learning in chemistry education. Four times per semester, the UNIVIE-team works together with former Austrian TEMI teachers. The intentions of the meetings are theoretical deepening on the on hand and the planning and implementation of as well as the reflection on inquiry-based learning on the other hand.
The team from Sheffield Hallam University have, for the second year running, delivered a workshop to over 45 teachers at the CERN International Teacher’s Programme, recently held in Geneva on 19th July. A bespoke TEMI activity entitled the Mysterious Atom has been refined through piloting with more teachers over the last 12 months. This well established international science teacher event has enabled further dissemination of the project, the TEMI philosophy and methodology to a European and International audience.
Download the just released TEMI application to be used in the classroom together with the educational resources developed over the last 3 years. Direct links from our website.
(Laurie Ryan & Peter E. Childs, Proceedings Dortmund Symposium 26-28 May 2016)
This research project focuses on developing teaching and learning resources for Transition Year Science in accordance with the Teaching Enquiry with Mysteries Incorporated (TEMI) guidelines. This research project focused on Transition Year (TY) science. A module was created which contained 8 different units developed based on Bybee’s 5E model of Inquiry which included: Engage, Explore, Explain, Elaborate and Evaluate.
The Weizmann TEMI team is deeply involved in the Israeli National Centre for Chemistry Teachers, which is situated at the Department of Science Teaching at the Weizmann Institute of Science. To this extent the numerous activities and methodologies developed in the framework of the TEMI project have become well known among teachers and teacher trainers across Israel. These activities and methodologies will continue to be taught in the framework of teacher training and teacher professional development programmes.
The Dortmund-Bremen-Symposia on Chemistry and Science Education have a 35 year long tradition, originally started in Dortmund in 1981 by Hans-Jürgen Schmidt. In 2002, Ingo Eilks and Bernd Ralle took over the regular organisation of the symposia and from 2004, the symposia became a close cooperation of the University of Bremen and TU Dortmund University. TEMI was presented with a whole series of short communications and posters by the TEMI partners from Vienna, Prague and Bremen.
The Leiden University team presented TEMI: An enquiry-based approach to astronomy education during the Communicating Astronomy with the Public 2016 (CAP 2016) conference that took place from 16-20 May in Medellin, Colombia. CAP2016 was organized by Commission C2 of the International Astronomical Union (IAU), to promote the exchange of ideas and best practices in the field of astronomy and space communication, as well as informal education for 150 of the world’s experts in this field. During the talk, the TEMI methodology, including the four innovations were introduced, as well as the TEMI guidebook and Book of Mysteries, including all astronomy mysteries developed by the TEMI Leiden team.
(published on Science in School, issue 36, 26/05/2016 by TEMI Germany team: J. Dittmar, C. Zowada. S. Yamashita, I. Eilks)
Molecular gastronomy is a new trend in haute cuisine, with chefs providing their guests with novel and strange culinary experiences using liquid nitrogen, gels and foams. One of the techniques that is becoming more well known is the use of alginate spheres containing different fruit juices or flavours. Even if you don’t frequent Michelin-starred restaurants, you may have come across these spheres in bubble tea.
In this article, we suggest how alginate bubbles can be used to teach various scientific concepts, presenting scientific phenomena in an aesthetic fashion. We introduce how to make alginate bubbles and present three example experiments, each of which can be performed in a one-hour lesson: an acid-base reaction, chemo-luminescence with redox chemistry, and thermal convection with a thermochromic effect.
The editors of Spokes – the ECSITE online magazine – decided to take readers off the beaten ECSITE 2016 conference track and to ask five speakers whose unusual or edgy contributions intrigued the board to share their main message and conference highlights. Prof. Mennella was selected among 1,081 participants from 53 different countries to describe his experience at the conference and his contribution to the TEMI reverse session “Spectacular science: controversial?” Read the full article.
A TEMI workshop was held on April 9th 2016, at the ISTA conference in LIT (Limerick Institute of Technology), Limerick. The Conference had 250+ registered participants from different counties all over Ireland, and special guests form outside Ireland. At the time of the conference the TEMI project was coming to an end, thus, it was an appropriate time to disseminate lesson ideas to the science teaching community of Ireland. The workshop was an invitation to teachers to a TEMI taster Session, who were not involved in the TEMI teacher training cohorts which took place in UL. It provided an opportunity for them to gather information on the project and get involved by gathering useful lesson ideas.
Meet the TEMI project at the ECSITE Annual Conference in Graz, on Friday June the 1oth, at 14:30. The Ecsite Annual Conference is the most prominent meeting of science engagement professionals in Europe, bringing together 1,000 professionals from all over Europe. TEMI has organised a reverse session and invited Aniello Mennella, professor at the University of Milan (Italy), Blazej Dawidson, head of Science and Art Events Lab at the Copernicus Science Centre (Poland) and Malka Yayon, Chemistry Teacher at Katzir High School (Israel) to bring their experience about “Spectacular science: controversial?”.
(by Diana Bracewell, science teacher, CPD leader and creative artist)
TEMI (Teaching Enquiry with Mysteries Incorporated) some might say, was the brainchild of Peter McOwan – a magician, scientist and roboticist of Queen Mary College, University of London. The TEMI International congress was the culmination and celebration of TEMI, as we have come to know it, a three year European Commission funded project that has spanned the globe. Thirteen partners from 11 countries descended upon the beautiful, sunny, canal city of Leiden, armed with matching bags and mysterious maps disguised as scarves (or maybe it was the other way round).
April was an eventful month for the TEMI team in Norway, with the arranging of a national TEMI-conference where approximately 400 teachers participated. The conference took place at the university campus, as a part of a TEMI-legacy initiative. TEMI methodology was a key ingredient within the conferences message, with a special focus on the 5E-model, mysteries and showmanship. Several of the teachers reported that the conference was useful and engaging, and that they hoped to be invited to a similar conference next year.
Visual artist Edwin Stoop from Sketching Maniacs produced a beautiful banner summarising the topics of the TEMI project and in particular the outcomes of the discussions that took place during the TEMI congress in Leiden. Visual minutes are a way to live record conferences and debates by capturing words in a dynamic, creative and exciting way. The banner grew bigger workshop after workshop and the key themes, messages, main points and words came alive. The final drawing illustrates how the TEMI project developed in 3 years to become a solid CPD programme thanks to the contribution of the partners and all stakeholders involved, teachers in primis.
TEMI Ireland is holding a TEMI National Conference on Tuesday June 7th in Limerick. This will give an opportunity to bring back TEMI teachers from all 6 cohorts to meet each other but also to share their work with other science teachers and stakeholders. The conference will include talks on showmanship by Paul McCrory and Tilman Andris and a Science Fair where the TEMI teachers will display their work. TEMI teachers wishing to attend are are expected to contact the organisers. The conference will run from 10 am to 4 pm in the Main Building at the University of Limerick.
“Light mystery” is a play developed by three academics from the University of Milan as part of the European Union (EU) funded TEMI project, to allow them to pilot engaging ways to learn about their favourite field of research: physics.
How do you help make young people develop a love for physics studies?
In 2004, Marina Carpineti, Marco Giliberti and Nicola Ludwig, physicists but also work colleagues with a common passion for acting and theatre, embarked on an unusual journey.
Anne O’ Dwyer and Peter Childs developed and offered a workshop for primary (elementary) teachers in Limerick on 18th April 2016. This two-hour after school workshop shared many of the ideas from the TEMI project and ideas for teaching Science in a suitable and accessible manner for the primary school teachers. In the workshop, the teachers were introduced to the TEMI project and website. A workbook of activities suitable for primary pupils was compiled for the participants. This resource contained a detailed description of the engaging activities, the following possible steps to scaffold the learners’ exploration and investigation as well as some explanatory support material for the teachers.
On the 6th of April 2016, the University College of Southeast Norway (USN) arranged a science conference for teachers, marking the end of the TEMI-teacher programme in Norway. Approximately 400 science teachers from the region participated in the conference, which took place at campus Vestfold. The main theme of the day was to engage […]
Inquiry based science education has been adopted worldwide as one of the main approaches to introduce science in the classroom. With inquiry, students learn to construct their own understanding, with the teacher acting as a coach. But how can teachers implement this in the classroom? How do we engage students, make them curious and inspire them for Science, Technology, Engineering and Mathematics (STEM)? These questions were addressed during an international congress that took place from 15-17 April in Leiden, organised by the European science education project Teaching Enquiry with Mysteries Incorporated (TEMI) in close collaboration with Leiden University.
The TEMI congress is over but we are sure the fruitful discussions and the shared experiences will inspire all the TEMI participants for many months to come. We will share soon the presentations and photos on the TEMI Slideshare and Flickr accounts, where you can already find a small taste.
The second day offered us a brunch of challenging workshops on a very incredibly atmosphere. And the day end up with a TEMI fair, a truly magic dinner and…
TEMI Congres first day, at Leiden, finished with the “Light Mystery theatre show”, performed by Marina Carpineti, Marco Giliberti and Nicola Ludwig with a great involvement by the enthusiastic public.
The play is a critical analysis of the strengths and weaknesses of traditional by the book teaching methods, a pedagogy where the teacher explains topics and gives answers to questions students have not even asked.
The TEMI team in Leiden and Prague are currently busy translating the Book of Science Mysteries into Dutch and Czech. The Dutch team invited students of the Leiden University Master track Science Communication and Society to help with this task, to get experience with technical translations. The response was enthusiastic and a team of translators is meeting together regularly to translate the text and tailor it to the needs of Dutch teachers. The translated books will be ready in May.
In the last few years several regional chemistry student conference have been organised in Israel. These conferences are an opportunity for chemistry students to demonstrate experiments, demonstrations, tips or anything else they want to share with chemistry students from other schools. TEMI Israel is proud that in all conferences TEMI experiments have made a star appearance. Many students chose to show one or more of the TEMI experiments. In the words of a chemistry teacher who was the organiser of one of the conferences: “It’s inevitable. TEMI activities are just inevitably suitable for such conferences. Students love doing them and love showing them.”
The TEMI cohorts may be over – and what a huge success they were! – but this is not the end of TEMI in Prague. TEMI Czech Republic is planning a national conference with excursions into an IQ park, where teachers will learn about IBSE, and to other scientifically relevant locations in the area. This event will take place in June: should you be interested to participate, please get in touch with us. The Book of Mysteries will be soon translated in Czech and the results of TEMI will be presented during several national conference. Stay in touch!
The State Institute of Education in Hamburg organized a special interest day on STEM education on February 19, 2016. During the day, Johanna Dittmar and Fiona Affeldt from the University of Bremen were invited to organize a special TEMI event on scientific mysteries. Within a 90 minutes workshop 30 teachers had the chance to try out different mysteries and to discover how mysteries can provoke science inquiry, like the mysterious discoloration trick.
A review about Illusioneering, by Peter McOwan and Matt Parker was published on the last issue of Science in School.
Peter McOwan is Professor of Computer Science and Vice Principal Public Engagement, Queen Mary University of London and Coordinator of the TEMI project coordinator; Matt Parker is a mathematician, stand up comedian, Queen Mary University of London and presenter at the TEMI congress in Leiden.
A lucky draw was organized for French teacher last January. The prize was 2 places for the TEMI congress in Leiden. The winners were two teachers from the city of Reims in Champagne. Chrystel and Marie-Eve are part of the French ENGAGE community of teachers. ENGAGE is about equipping the next generation to participate in scientific issues by providing resources, […]
Four papers from the TEMI symposium that took place at ESERA conference in Helsinki in 2015 were accepted for the e-proceedings. Even though TEMI is not a research project, the developed methodology and materials have been object of a number of papers addressed to science education researchers. The titles of the papers and their authors are:
1. ENGAGING PRE-SERVICE SCIENCE TEACHERS IN TEMI Broggy, J., Childs, P. E., Hayes, S., McCormack, O., McManus, B., O’Dwyer, A., Ryan, L.
2. TEMI TEACHER PROFESSIONAL DEVELOPMENT IN GERMANY: BACKGROUND, PROGRAM AND FIRST RESULTS Dittmar, J., Ostersehlt, D., Affeldt, F., Eilks, I.
3. INTRODUCING CHEMISTRY TEACHERS TO MYSTERY INQUIRY-TYPE SKILLS Peleg, R., Mamlok-Naaman, R., Yayon, M., Katchevich, D., Hofstein, A., Fortus, D.
4. FOCUSING ON ENQUIRY-BASED SCIENCE EDUCATION WITHIN A EUROPEAN IN-SERVICE TEACHER EDUCATION PROGRAMME Lembens, A., Abels, S.
(Jessica Lahey, the Atlantic)
“The first job of a teacher is to make the student fall in love with the subject. That doesn’t have to be done by waving your arms and prancing around the classroom; there’s all sorts of ways to go at it, but no matter what, you are a symbol of the subject in the students’ minds.” Education, at its most engaging, is performance art. From the moment a teacher steps into the classroom, students look to him or her to set the tone and course of study for everyone, from the most enthusiastic to the most apathetic students. Even teachers who have moved away from the traditional lecture format, toward more learner autonomy-supportive approaches such as project-based and peer-to-peer learning, still need to engage students in the process, and serve as a vital conduit between learner and subject matter.
In January the Dutch team of TEMI started the teacher trainings for cohort 4 in collaboration with Groningen University in the Netherlands. As many as 24 teachers from the north of the country attended this successful and interesting first training day. This time, not only science teachers attended, but also teachers who teach Arts, History, Economics, Dutch and English Literature and Geology. All teachers were challenged to apply the TEMI methodology to their specific subjects and to change their way of thinking about traditional teaching.
In Bremen teachers worked on an activity called “the chameleon bubbles”, alginate bubbles filled with an acid-base-indicator. By changing the pH-environment around them, the bubbles change their color. Recently, Johanna Dittmar and Christian Zowada (a MEd student at the University of Bremen) developed new amazing bubble experiments by filling the bubbles with a vitamin B solution to make them fluorescent under UV light.
The TEMI consortium will meet in Limerick, Ireland on January 21st and 22nd to plan the next and final phase of the TEMI project. The team will discuss the legacy actions, including a Chemistry in Action! special issue dedicated to TEMI, the preparations to the Leiden congress and the TEMI scientific play “Light mystery”, one the products developed by the project to disseminate the TEMI methodology.
TEMI Israel delivered cohorts number 4 and 5 and collected interesting feedbacks from the participating teachers. Most teachers implemented TEMI mysteries in their class and shared positive impressions related to the experience. Some teachers, who are more conservative in their way of teaching, were supported from colleagues who tested TEMI in the classroom and felt more confident about some of the innovations, especially storytelling or showmanship.
As a part of a national commitment to mathematics and natural science, several of TEMI municipalities have been accepted as science municipalities by the Norwegian Directorate for Education and Training, and will receive funds in order to increase the local competence in science. The universities and college universities will help these municipalities, in order to provide training and building networks within each municipality.
As a special Christmas gift to European teachers, the TEMI project is happy to announce that the Book of Science Mysteries is now available on the TEMI website! In this volume, teachers will be able to explore a range of inspiring teaching materials selected from across a range of subjects. These materials are used in teacher training colleges throughout Europe to support enquiry-based learning in the sciences.
In the last two cohorts, TEMI Czech Republic is experiencing a dramatic increase of the number of participants (from about 15-20 in the first cohorts to about 40 in the last, sixth one). A possible reason is a cascading effect of previous cohorts participants talking to colleagues and other teachers. This positive increase requires a new approach to the workshops. CUNI chemistry lab is designed to host about 20 people and therefore groups must be split in parallel sessions over a two-day workshop.
Our TEMI mascot, the Heron’s horse, is currently on display until next Spring at the UK National STEM Centre in York, England and is a great talking point in the resources collection centre. The National STEM Centre houses the UK’s largest collection of STEM teaching and learning resources, in order to provide teachers of STEM subjects with the ability to access a wide range of high-quality support materials. The UK STEM Centre is part of the University of York and welcomes 7000 visitors annually.
In preparation of the legacy phase of the TEMI project, the University of Bremen established a box system that will be further developed over the next months. A set of tested lesson plans will be ready to use to organise TEMI events addressed to teachers interested to know more about TEMI. The pilot boxes contain a set of teacher training cards and digital media that were developed during the TEMI project. The box system will allow trainers to deliver full day workshops with a limited preparation time and will be implemented over the coming years in the MEd science teacher training program at the University of Bremen.
We are pleased to announce that TEMI was invited to participate to EMINENT, the Experts Meeting in Education Networking annual event organised by European Schoolnet (EUN). The conference will take place on November 19th and 20th in Barcelona and brings together experts in education, Ministries representatives and other stakeholders to discuss the latest trends in education and technology.
From the first session of pilot cohorts back in 2014, over 350 teachers in 9 European countries have benefitted from an intense vis-à-vis programme to learn about the TEMI methodology. The objective is to reach over 540 teachers who, in their turn, will be able to train 1-2 colleagues who will add to the number of TEMI trained teachers, for a total of 1100 to 1600 impacted educators. As main stakeholders of the TEMI project, we invite you to virtually meet some TEMI teachers on our website.
TEMI will participate to the 9th Scientix Projects’ Networking Event that will take place in Brussels on Friday 6th of November 2015. This event will be organised in collaboration with I-LINC and in conjunction with the 9th Science Projects Workshop in the Future Classroom Lab. The one day event is open to project representatives from European and national science education projects […]
Buskerud and Vestfold University College (HBV) presented TEMI to Norwegian policymakers and the research community at HBV and – upon invitation – to a science conference organised by the Ministry of Education. Several municipalities in Norway are prioritising CPD in science, and TEMI provides solid trainings to acquire the required competences. TEMI Norway received funds from the University College to do research on the effects on motivation for learning science through TEMI and ENGAGE, another EU funded project.
The TEMI project produced 20 original videos to support the teachers lesson plans, now available on the TEMI website. We also selected more than 40 clips to create a video playlist. The TEMI Youtube channel is not the only social media where you can find extra resources to get involved with TEMI. Slides of the lesson plans to be used in the classroom and presentations that illustrate the project methodology are available on the TEMI account on Slideshare.
The playscript of “Light Mystery”, the theatre play developed by TEMI Italy, was translated in 6 languages (English, French, German, Portuguese, Czech and Norwegian) and it is now available for theatre companies all over Europe. The show, authored by Marina Carpineti, Marco Giliberti and Nicola Ludwig and directed by Emiliano Bronzino, makes use of scientific demonstrations to talk about physics and how science is taught at school, stimulating a reflection on the didactics of science.
In September, Daniela Stengel finished her MEd thesis within the TEMI project in Bremen, Germany. Ms. Stengel developed a multimedia-based learning environment to introduce or extend acid-base-theory for the lower secondary chemistry classroom. The system operates the TEMI mystery of the Chameleon Bubbles, an acid-base-experiment based on alginate bubbles filled with an indicator solution in a calcium chloride solution (like in Bubble Tea).
Building on the successes of the TEMI CPD programme and to celebrate the publication of the local high quality curriculum materials, the Sheffield Hallam team will be busy travelling around the UK this term. First stop with be the National Science Learning Centre in York in October working with the 5th British cohort of science teachers. Next on to the University of Huddersfield to present at the Association of Science Education (ASE) Northern Area Conference – Doing, Thinking and Learning Science, an inspiring event that is focusing on what makes science so involving and exciting for pupils (and teachers).
TEMI Ireland published a paper in “LUMAT: Research and Practice in Math, Science and Technology Education”, based on the talk given at the 2014 ECRICE conference in Finland. This current discussion paper explores the approaches taken by the University of Limerick project team to bring about change in Irish second-level science teaching, as part of the TEMI project. In particular, it focuses on the unique aspect of this institution’s approach, which is the involvement of pre-service science teachers (PSST’s) in the project.
The “satisfaction questionnaire” filled in by TEMI teachers before, between and after each training session provides an interesting overview of the results achieved so far by the consortium. Overall, teachers are satisfied by the TEMI CPD (>80%) and comments are generally positive and range from the enjoyment of the sessions to the applicability of the methodology.
What is inside an atom, and how can we find out? Our ideas of atomic structure have changed over time. This process is still happening at CERN as particle physicists continue to unravel our understanding of the mysterious atom. The TEMI team based at Sheffield Hallam University developed a lesson plan in collaboration with the CERN educational team to describe how scientists propose theories about the atom.
For a second time the Dutch magician Tilman Andris worked with science teachers in Germany on the TEMI innovations. At the IGS (comprehensive school) Wilhelmshaven, Tilman gave a workshop on presentation skills and what science teachers can learn from illusionary presentations, magic tricks, storytelling and other forms of showmanship. The regional newspaper ‘Wilhelmshavener Zeitung’ published […]
TEMI will be presented with lectures and a poster at the ESERA conference, a major science education gathering which will take place in Helsinki from August the 31st to September the 4th. The TEMI partners attending ESERA will have the opportunity to share the TEMI project – innovations, CPD format, outcomes – with an international research community and to engage in discussion about the pressing issues in science and technology education research.
During the first phase of TEMI, TRACES – the project partner in charge of internal evaluation – asked the teachers enrolled in the trainings, to pick between a few choices to tell what a productive mystery meant to them. The most chosen answer was by far: “A mystery that makes students ask questions”. Thanks to these feedbacks, the consortium has now a clear picture of what the perfect mystery looks like to teachers: it is practical, attractive and brings pedagogical benefits. It must practical to be quick to use and simple to prepare and it must be part of the curriculum, to fit the topics taught in school.
The University of Vienna published a special issue about TEMI in the Austrian teacher journal “Chemie & Schule“ (Chemistry & School). The issue consists of two articles addressing the theoretical background of the four TEMI innovations and six articles introducing mysteries with practical hints for the teachers. Readers can take out and copy worksheets which are […]
The article “Good vibrations – A Workshop on Oscillations and Normal Modes”, was published in the proceedings of GIREP 2014 as an outcome of the TEMI training activities. In the article, TEMI Italy – Barbieri, Carpineti and Giliberti and two secondary school teachers – describe some theatrical strategies adopted in a two hour workshop in order to show a number of physics experiments.
Last Tuesday, John Walker from Sheffield Hallam University had the opportunity to present TEMI to 52 physics teachers who were attending the Teachers Summer Programme at CERN, the famous particle physics laboratory based in Geneva, Switzerland. TEMI collaborated with the head of the CERN education team, Rolf Landua, to design a workshop that would introduce the concept of the atom structure following the TEMI methodology.
James is an old man, but ever since kindergarten he has been crazy about building sand castles. Over the years, they got bigger and bigger, more detailed and more elaborate: he would make fairy-tale figures, animals and buildings. James became a champion sand-castle builder but one day he entered a competition that was a little different. He went to the beach and was assigned a small patch of sand. He took a bucket of water and poured it over the sand, but something really strange happened: the sand would simply not get wet. How can you build a sand castle when the sand won’t get wet? You can read the full story of James and explain chemistry using an everyday toy to introduce mystery into the classroom on the last issue of Science in School
This week, the TEMI project had the unique opportunity to participate to the ESA Summer Teachers Programme that is taking place in Noordwijk, the Netherlands, to talk about the mystery of flat galaxies. During the workshop, 60 European teachers discussed how to explain the concept of gravity to secondary school students by using the enquiry based approach and the TEMI methodology. “It is great to see such a large group of inspiring science teachers, working together with so much enthusiasm on a TEMI mystery!” said Wouter Schrier, TEMI Dutch project manager who delivered the workshop.
A TEMI workshop was selected to be presented at the END conference, that took place in Porto on 27-29 June. The END international conference seeks to explore the processes, actions, challenges and outcomes of learning, teaching and human development and provide some answers. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. For the TEMI project it was a challenging opportunity to discuss about enquiry based science education with educators at large and to see how the theme of mysteries can apply to other disciplines other than science.
In the end of May the second teacher training cohort in Leiden had a very successful kickoff with 20 teachers from all over the Netherlands and Belgium. For this second teacher training cohort TEMI Netherlands had a very active group of participants, working in primary schools, secondary schools, teacher training colleges and planetariums
TEMI will participate to Science on Stage, the most important European teaching festival that will take place from the 17th to the 20th of June at Queen Mary University. TEMI will have a dedicated stall where the TEMI methodology will be presented with short mysterious demonstrations, the TEMI mascot and promotional material.
A new collaboration between TEMI Italy and CERN has been successfully established and a new challenging TEMI-like activity about the Higgs boson is under development. The suggested activity is addressed to the teachers attending the CERN Italian Teacher Programme scheduled in September 2015 and will be delivered in eight hours of intense structured inquiry. The activity will be based on four workshops: Electromagnetic induction; Eddy currents induced mass; Superconducting currents, massive photons and massive particles; Higgs boson detection.
The TEMI consortium is currently busy preparing a book of mysteries, which will include 27 lesson plans reflecting the TEMI methodology. Each lesson plan will introduce a mysterious phenomenon and explain how to present it in the classroom, including practical tips to help teachers transfer learning responsibility to the students and engage the class.
Would you like to engage your students more fully? Are you interested to read about education research, the psychology of learning, and the reality of classroom practice? The “BCS 5E Instructional Model: Creating Teachable Moments” by Rodger W. Bybee (NSTA Press Book, 2015) is a book that helps teachers to become more effective in the classroom by exploring thee popular BSCS 5E Instructional Model (engage, explore, explain, elaborate, and evaluate), one of the 4 TEMI methodological pillars.
Change cannot happen in isolation: it requires collective impact and a common understanding of the objectives to meet. This general consideration is true for science education as well as it has been observed that teachers have a bigger chance to introduce new methodologies in the classroom if supported by colleagues and headmasters. TEMI Norway – for example – selects participants to the TEMI workshops with the support of the school principals to ensure the training is a learning experience not only for the single teachers but for the entire school.
All small and big scientific adventures begin from a question, a mystery, an event that stimulates our curiosity and challenges us to find an answer or a solution. From Monday 25 May to Friday 29 May, TEMI partner TRACES organises at the Espace des Sciences Pierre-Gilles de Gennes, Paris, a festival to discover illusions and mysteries with a rich programme of science and magic shows, round tables and presentations.
The Innovating Pedagogy 2014 is a report published by the Open University that explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The 2014 report proposes ten innovations that are already in currency but have not yet had a profound influence on education. Among them “Learning through storytelling”, a pedagogy which has several resemblances with “showmanship”, one of the four TEMI innovations.
Two research works in connection to TEMI were completed at the University of Bremen. Dana Krautwald and Christian Gerlach submitted successfully their theses to get the degree of Master of Education, a formal qualification step in Germany to become a science teacher at the secondary schooling level. Both of the theses were supervised by Dr. Dörte Ostersehlt from the Biology Education group within the Institute for Science Education (IDN) at the University of Bremen and in the same time being a member of the University of Bremen TEMI team.
The Learning Teacher Network is a European, non-profit association with members from all parts of education and training. The network aims to be a learning community, where knowledge is shared and networking is promoted. As part of a wider global community, the network also disseminate important policies, strategies and action from the European Union, the UNESCO and relevant international organisations. The network has its own magazine, and an article about TEMI – “Magic Science – Introducing Mysteries to learn Scientific Enquiry” – was published in the first issue of the year.
At the Kinderuniversität (an event for secondary school children on science at the university) TEMI offers three workshops for pupils from age 9-12 on March 25-27. The pupils can explore different mysteries and learn the science behind them. The two hours workshops will be conducted by Dörte Ostersehlt from the TEMI partner University of Bremen.
Within a talk about current trends in reform in German science education in times after TIMSS and PISA, Ingo Eilks (TEMI partner from Bremen, Germany) presented different reform initiatives from the German and EU contexts. Among these initiatives was TEMI. Ingo Eilks reported about the TEMI goals and teaching philosophy. The presentation was illustrated by the Magic Sand […]
Welcome to teaching the TEMI way! The TEMI consortium authored and published the booklet “How using mysteries supports science learning” now available online and soon distributed in printed copies at trainings workshops and conferences. In the booklet, teachers will be introduced to an exciting new way to teach science in the classroom. The booklet has four short chapters that introduce, explain and provide examples of the four TEMI teaching innovations. Practical suggestions, or “Teaching TEMI tips”, that teachers can use in the classroom are also included.
The TEMI project was presented at INTED2015, the 9th International Technology, Education and Development Conference held in Madrid, on the 2nd, 3rd and 4th of March. The conference was a perfect platform to discuss the latest developments in the field of teaching and learning methodologies, educational projects and innovations. More than 600 delegates from 80 different countries attended the conference and contributed to a rich interdisciplinary programme. Interacting with educators from different disciplines and background was an enriching experience that gave TEMI the opportunity to learn from other communities and become aware of the latest trends in education.
The 5th Scientix Projects’ Networking Event will take place in London on Friday 24th of April 2015. This event will be organized as a collaboration between the TEMI project and Scientix, in conjunction with the “Cycle 3 – Teachers Panel Kick off 2″. The one day event is open to project representatives from European and national science education projects. The projects must be public funded and either be included in the Scientix projects’ repository or in the process of being published (i.e. they must have been submitted at the time of the event via the project upload form).
On February 28, 2015, the Wilhelmshavener Zeitung – a regional newspaper from north-western Germany – reported on the success of the TEMI training day at the IGS-comprehensive school in Wilhelmshaven.
(translated by an article published on Nòva – Il Sole 24 Ore; 8 February 2015 by Andrea Carobene)
Physicists “have neglected to make order in their houses.” This is the start of the physics course made over 30 years ago at the Institute for the Didactic of Physics, University of Karlsruhe, Germany: a brave attempt to rethink teaching physics by eliminating outdated ideas and using analogies to simplify learning.
In the pilot phase of the TEMI project – which concluded in December 2014 – we reached 173 teachers and offered 121 hours of training in 27 cities located in 10 different European countries. 81% of teachers who attended our sessions want to try the TEMI methodology in class and 65% of them felt they gained motivation to renew […]
At the University of Bremen, TEMI activities have been implemented into pre-service secondary chemistry teacher training modules since October. 24 teachers-to-be tested the TEMI classroom activities and provided very positive feedback on the TEMI ideas and methodology. Currently, a selected set of TEMI examples are also used to enrich a chemistry course for prospective primary science student teachers. The new course will take place in February/March 2015.
Do you remember when children used to have oranges as gifts for Christmas? Well, not so long after this day of presents, in early January, TRACES – the TEMI partner in charge of internal evaluation – was blessed with the scenery of whole orchards of orange trees and other citrus fruits in the lovely setting of the Weizmann Institute, and with the warm welcome of the team. On campus, anyone can pick a fruit or drink a freshly squeezed juice while playing with his family or discussing fundamental knowledge with colleagues studying all sorts of topics.
On 21st January TEMI Ireland ran its first workshop with the third cohort of teachers. This cohort comprised of 10 in-service science teachers, 5 male and 5 female, who ranged in teaching experience from 3-30 years. 3 of the pre-service science teachers who have been working on developing the TEMI mysteries in UL also attended and participated in the workshop.
The TEMI team at Sheffield Hallam University has been busy promoting TEMI at the Annual Association of Science Education (ASE) conference, held at the University of Reading. ASE is the largest subject association in the UK and its flagship event is the Annual Conference, held every January at a university in the UK. “The ASE conference is […]
Magic tricks and didactic mysteries place spectators/students in a similar situation when it comes to their reasoning processes. Starting from a number of assumptions, the conclusion is reached (or within reach) that something is impossible or unlikely in the given circumstances. Subsequently, exactly what has been deemed impossible or unlikely is observed. This leads to cognitive dissonance, motivating the quest for an explanation.
Happy New Year! In 2014 the TEMI consortium has worked hard to develop training workshops based on the TEMI methodology and the feedbacks received from the teachers attending the TEMI pilot sessions in 9 different countries. We’ll be continuing to improve our effort in the coming year to organise more sessions in more cities and to offer workshops during teachers conferences and events.
TEMI Czech Republic is experimenting with TEMI methodologies at three different levels: 1) in-service teachers, 2) pre-service science teachers and 3) stakeholders (university teachers, PhD students and employees of the National Educational Institute of the Ministry of Education of Czech Republic). In-service science teachers participated in the Market of Ideas for Chemistry Teachers in Brno, where they were introduced to the TEMI project with the help of practical examples
The year 2014 is slowly but surely coming to an end, Christmas trees are decorating our homes, the air is filled with the scent of candles and cookies. The TEMI team we would like to take this opportunity to share with you the tale of the TEMI mascot, that we hope you will be able to meet at conferences and events over the next months. Credits go to Marina Carpineti from TEMI Milan, who wrote a story just perfect for the TEMI mysterious horse.
After the annual meeting in Milan, TEMI Israel started planning for the first workshop of the new cohort. The workshop started with a discussion on the classroom experiences of the participating teachers: a few of them had conducted TEMI activities in their classrooms before attending the workshop. Their positive feedback motivated the other teachers at the workshop to test the TEMI methodology and seek practical advice. The second part of the workshop was dedicated to a new TEMI activity, developed and presented by Ben Osher, a teacher who had participated in an earlier TEMI cohort.
The TEMI mini mascot, the Pythagorean cup, made a mysterious appearance at a London art fair, as part of the inside out festival in London, where universities showcase their research work to the public. Queen Mary University of London ran a Magic Show, where, combined with the usual range of card tricks used to explain mathematical and computer science principles, the cup proved popular. The demonstration of how the ancient Greeks dealt with those greedy enough to want too much to drink engaged the audience.
TEMI Ireland is actively recruiting teachers for TEMI future cohorts. In October, the University of Limerick – TEMI partner in Ireland - gave a short presentation at a national conference for science teachers called ChemEd-Ireland. This reached over 70 second level science teachers. Following the presentation, quite a number of teachers approached the TEMI team at the coffee break, […]
The first iSER World Conference on science education in Cappadocia (Turkey) was the meeting ground for the University of Bremen (Germany) and Chiba University (Japan) to discuss and exchange ideas on physics experiments that incorporate mysteries.
TEMI Netherlands is setting up a series of astronomy masterclasses at the Montaignelyceum – a secondary school in The Hague, The Netherlands. Together with a teacher that has been strongly involved in the TEMI project, the team is developing a number of masterclasses for a group of enthusiastic 11-13 year old students.
About 40 participants from all TEMI consortium are meeting at the Università degli Studi di Milano from 5 to 7 of November of 2014. The project began in February 2013 and will end by July 2016, so it is time to evaluate and set up action needed to fulfill the main objectives of the project […]
During the weekend, Scientix organised one of the largest events in STEM education in Europe with 79 talks, 14 workshops, 7 round-tables, 25 exhibition stands and over 600 participants. Teachers, educators and policymakers showcased various European and national initiatives and presented the different tools, resources and methodologies in STEM education across Europe.
The TEMI team at Sheffield Hallam University is working closely to ensure that the CPD framework and high quality curriculum materials are flexible enough to build in the Gradual Release of Responsibility (GRR) TEMI innovation. The GRR model encourages teachers to teach skills in a similar way to the notion of apprenticeship – where the ‘master’ gradually inducts their students, or ‘apprentices’ into an area of expertise.
In Bremen a first group of students started working on BSc and MEd theses about the TEMI methodology. One of the practical examples selected by TEMI Germany is the mystery of the chemical garden and how it can be used to prepare an enquiry based lesson. The chemical garden is a well-known show experiment, described first in 1646 by the famous German chemist Johann Rudolf Glauber.
Showmanship is one of the four innovations that make TEMI a unique project for European teachers. However, during training workshops TEMI partners are often questioned by teachers about the meaning of “showmanship” in a formal learning environment. To address this issue, TEMI Israel has developed a presentation that explains how to merge the 5E model with the showmanship innovation.
The TEMI consortium is currently busy developing classroom activities that will reflect the TEMI methodology and can be used in the classroom to introduce the 4 TEMI innovations: Create curiosity with Mysteries; Teach concepts with the 5E learning cycle; Teach skills with Gradual Release of Responsibility; Maintain motivation with Showmanship. The activities will start from practical examples from different disciplines […]
TEMI has been selected by the organising committee of the 2nd Scientix conference to contribute with a stand to a rich programme addressed to teachers, policymakers, researchers and project managers. The event will tale place 24-26 October in Brussels, Belgium and it will be one of the major networking events in STEM education in Europe. […]
We are pleased to announce that the talk given by Dr. Ran Peleg from TEMI Israel at a local TEDx event on May the 20th is now available online. Ran Peleg is an educator, actor and engineer who tries to find the links between science and theater for the sake of education.
Next week TEMI will take part in the Projects’ Networking Event “Teacher training in European projects and Policy recommendations” organised by Scientix on the 5th and 6th of September in Brussels. The event will be an important occasion to meet other STEM project representatives from across Europe to disseminate TEMI activities, discuss common issues and start new collaborations. In addition, TEMI […]
After the summer break, TEMI Bremen will start launching the first TEMI cohorts. Agreements were made with schools in Wilhelmshaven (100 km north-west of Bremen) and Lüneburg (130 km south east of Bremen) to become TEMI project schools. These schools intent to participate in TEMI with their whole groups of science teachers and also will invite teachers from their local environments.
The TEMI consortium is happy to announce that Pegasus TEMI mascots are ready to be sent out around Europe to conferences and educational events attended or held by the TEMI teaching partners. The wonderful automaton was created by the artist Tim Sargent from Heron’s ancient greek design to draw the attention of media, teachers and academic centres on […]
TEMI Netherlands invited a very special guest to lead the session dedicated to showmanship during the first TEMI workshop that took place in Leiden. Who better than a maestro of mystery and a professional illusionist could fit the bill and engage the attending teachers? Tilman Andris – a philosopher by training who turned down a PhD position for a career as professional magician – taught the teachers how to engage their students and introduced them to the theory and logic behind magic.
Scientix is happy to announce it will be covering the flights to attend the 2nd Scientix conference (Brussels, 24-26 October) of 200 STEM teachers. If you would you like to obtain a grant to cover your flight to Brussels for the Scientix conference you can apply for a grant filling in the application on the Scientix website. TEMI will attend and we hope to meet you there!
The Norwegian TEMI partner – the Vestfold College University – successfully completed the first TEMI training session with teachers from the Sandefjord municipality. Fourteen in-service science teachers were introduced by Majken Korsager (Norwegian Centre for Science Education) and Kirsten Fiskum (Norwegian Directorate for Education and Training) to the 5E methodology.
The Mystery Image Contest is a challenge for students and teachers promoted by the American Association for the Advancement of Science that offers the chance to identify a science-related object based on a close-up picture of it.
The University of Vienna organised two TEMI workshops during the “Chemistry Days”, a congress held in Salzburg, Austria, from April 23rd to 25th 2014 by the Association of Chemistry Teachers in Austria. During each workshop – that lasted about 3 hours – the TEMI austrian partner presented the project to 20 teachers who were introduced to the inquiry-based learning and the idea of using mysteries in the class.
The University of Limerick TEMI team held the second of their two one-day teacher training workshops on April 5th for the first cohort of participating teachers. The workshop, which was attended by four in-service science teachers and four pre-service science teachers (PSST), was hands-on and very interactive
Dale Salwak is a professor of English at Citrus College in California and a professional magician in his life beyond the classroom. In an article published on TES, professor Salwak explains that every time teachers deliver a lesson to their students, they are using the same techniques used by magicians to entertain, engage and direct the attention of the audience.
The first series of seminars for science teachers will be delivered starting from January 2014.
The full training calendar is available at http://teachingmysteries.eu/calendar.
January 20, 2014
A call for proposals was opened in December 2013 with applications to be sent by Monday 13 January 2014.
January 6, 2014
The universal appeal of magic tricks, myths and mysteries are being harnessed to help school children across Europe develop a passion for science.
December 13, 2013
TEMI is recruiting an external evaluator.
A call for proposals is now opened with applications to be sent by Monday 19 August 2013.
July 13, 2013