Devilish Experiments as the Ultimate Trial by Fire for Future Science Teachers
On 4 and 5 December, the corridors of the Faculty of Science were filled with hundreds of pupils. While for primary school children the two days meant experiments and fun, for our teaching students it was one of the most demanding forms of pedagogical training. They had to step out of the role of students and into the role of teachers.
Capturing the attention of thirty children who expect to be entertained is no easy task. Our students had to respond quickly to curious questions and explain complex ideas in simple terms. It is precisely here, far from lecture halls, that the ability to turn theory into practice becomes visible. If an explanation is unclear or dull, children make it obvious immediately.
At the Devilish Experiments, pupils did not remain passive spectators. They actively engaged in a range of hellishly themed activities. They took part in chemistry and physics experiments with devils that revealed how the world around us works. Mathematics offered a series of logical puzzles and ciphers, through which pupils quickly discovered that calculations are nothing to fear.
At the Department of Biology, pupils turned into detectives. Alongside examining invertebrates with the Insekta association and minerals under UV light, they had to solve the case of the missing Book of Sins. Clues leading to the culprit were hidden directly beneath microscope lenses. The game had a clear objective, to teach pupils how to use a microscope in a natural and engaging way. To expose the thief, they had to focus samples correctly, analyse them, and connect microscopic traces with the routes of the suspects.
For future teachers, this direct contact with pupils is irreplaceable. “It is one of the best practical experiences we get during our bachelor’s studies,” says Jan Sebránek, a student of biology and chemistry education. Students learn how to improvise and work with classroom atmosphere, skills that no textbook can fully replace.
This year’s Devilish Experiments therefore sent no one home with coal, but with something far more valuable, knowledge. Our students, in turn, gained experience that will undoubtedly prove useful in their future teaching practice.
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