When Science Becomes an Experience: What Teachers Say About “Science and Me”

During the past 2025/2026 school year, teachers involved in the “Science and Me” project had the opportunity to take part in a variety of experiences - practical training, mentoring support, work with students, preparation and presentation of experiments at regional science fairs, as well as a visit to Johnson Matthey, where they were able to see how the science taught in the classroom is applied in a real industrial environment.

At the end of the activities, we invited the teachers to share their personal experiences. Their messages best reflect the value of the project - not only as an opportunity for professional development, but also as a space for exchanging ideas, collaboration, practical application of knowledge and, above all, inspiring students.

Practical Training That Continues in the Classroom

For many teachers, one of the most valuable components of the project was the practical nature of the training and the opportunity to immediately transfer the knowledge gained into their everyday teaching.

Igor Nikolovski, a teacher from Rankovce, described his experience as follows: “The training was excellently organized, precise in content and aligned with the needs of science teachers. The topics were carefully selected, and each session offered clear guidance, applicable methods and relevant practical examples. I especially appreciate the practical activities and the exchange of experiences with colleagues, which contributed to a deeper understanding of inquiry-based, experiential and project-based learning. I am already integrating what I learned into the planning and implementation of my teaching activities.”

Zlatica Velevska, a science and biology teacher from Skopje, also highlighted the practical experience of science as a particularly important part of the training: “The training was very useful and interesting. The trainers in physics, chemistry and biology enabled us to experience science in practice through experiments. Through such examples, we learned how science is connected to everyday life and to global challenges. The training was inspiring and motivating for further learning and exploration.”

For teachers who are at the beginning of their professional journey, this type of exchange is especially valuable. Renata Apostolova, a biology and science teacher, shared: “As a trainee teacher, I am more than satisfied with everything I heard during the lectures and the experiments we carried out. Experimental work is very important in science education, and you enabled us to experience it through the training.”

In her feedback, Ubavka Dzinov, a teacher from Skopje, particularly emphasized how applicable the experiments are in real classroom settings: “We teachers are motivated by training and professional development, and every such opportunity helps us improve our work. All these experiments are useful in our teaching because they are presented through simple examples and basic laboratory equipment. In this way, we can inspire students to become curious about science, to learn and to explore new things.”

Mentoring as a Space for Learning in Both Directions

“Science and Me” does not focus only on one-time training. Mentoring creates an opportunity for younger teachers to receive support from more experienced colleagues, while at the same time enabling mentors to reflect on and further develop their own practice.

One of the teacher-mentors described this experience as an important part of the overall project: “Participation in the ‘Science and Me’ project was a well-rounded professional experience that enabled me to act on several levels: as a mentor to a trainee teacher, as support to students in their research process, and as a facilitator of practical teaching. The mentoring process with the trainee teacher was the foundation of all activities. Through our joint participation at the Science Fair, we managed to build a collegial relationship based on trust. This collaboration not only helped my trainee colleague face the challenges of teaching more easily, but also enabled me to critically reflect on my own practice.”

This combination of support, professional exchange and joint work is one of the values that many teachers recognized throughout the project.

Science Fairs - When Students Become Researchers and Presenters

The regional science fairs were the point at which many of the ideas and knowledge gained during the project took visible, practical form. Students worked in teams, prepared experiments, presented in front of an audience and learned from their peers.

For Elena Andonova, a biology and science teacher from Valandovo, the students’ reaction was the strongest impression: “The students shone with confidence and smiles as they explained their experiments, and in their eyes you could see genuine joy at being able to share their love of science. As a teacher, I felt deep happiness and fulfilment watching them grow, gain courage and discover that science is not only about learning, but also about adventure. This event once again showed me that the greatest reward in teaching is the moment when students believe in their own abilities and proudly share them with others.”

A similar experience was shared by Tome Kitanovski, teacher-mentor from Goce Delchev Primary School in Vasilevo: “The students were especially impressed by the opportunity to see different experiments and innovative approaches from their peers, exchange ideas and gain new knowledge that they are already planning to apply in class. I believe that gatherings like these have great educational and motivational value, encouraging creativity, collaboration and a love of science.”

Olgica Bajaldzieva, a biology teacher-mentor, also saw the fair as much more than a presentation of projects: “For me, this fair was much more than an ordinary event - it was real proof that curiosity, persistence and a sincere desire to learn can create true magic. Their energy, dedication and genuine smiles were the greatest reward for me as a teacher. In those moments, you can see the essence of our profession - to encourage them to explore, believe in themselves and dare to create.”

Teachers also observed concrete changes among students - greater self-confidence, creativity, teamwork and a desire to take part in science activities again.

As one of the evaluations noted: “Participation in the ‘Science and Me’ project was a very positive and meaningful experience. The project enabled students to learn through practical work, research and collaboration, which contributed to greater interest in and motivation for science. Throughout the activities, students developed creativity, teamwork and critical thinking.”

When Science from the Textbook Becomes a Real Process

Visits to Johnson Matthey enabled teachers and students to see the connection between the scientific principles they study in the classroom and their application in modern industry.

Vera Zoroska, MSc, described the experience as particularly important for connecting classroom teaching with reality: “From my perspective as a teacher, the visit was inspiring and very useful. It enabled me to connect teaching with real industrial practice and to show students how the knowledge they gain in the classroom is transformed into technologies of global significance. This activity strengthened the connection between education and modern industry and made science more accessible and attractive to young people.”

A similar message appeared in other teachers’ feedback: “The visit to the Johnson Matthey factory was a unique opportunity for me to experience science in practice. We saw first-hand how modern technology and scientific principles are applied in industrial processes of global significance. Science, and the laws of physics that we study in the classroom, took on a new dimension - they became applicable.”

Teachers also pointed out that visits of this kind are important not only for understanding technology. They also influence the way students think about their own future, career orientation and the opportunities offered by science.

Anetka Trajkova, MSc, teacher-mentor, emphasized: “Visits like these are particularly important from an educational perspective because they enable students to connect theoretical knowledge with practical application, increase motivation for learning and contribute to students’ career orientation.”

“It Was Not Just a Collection of Activities”

Several themes repeatedly appear in the teachers’ feedback: the practical nature of the programme, the opportunity to exchange ideas with colleagues, professional support, increased student motivation and the feeling that science becomes more accessible, understandable and alive.

One of the most comprehensive reflections on the programme summarizes this idea: “The ‘Science and Me’ project was not just a collection of activities, but a comprehensive platform for professional growth. It strengthened the team spirit in our school, modernized teaching through practical visits and donated science kits, and created a generation of students who experience science as a living and applicable discipline. This experience is a strong incentive for further professional development and the implementation of similar projects in the future.”

Another teacher summed up the experience in one simple but powerful message: “The best part is that theory gained practical meaning and became an incentive for students. Science in practice creates lasting knowledge!”

And perhaps one of the most important messages emerging from all these experiences is that an investment in a teacher rarely ends with the teacher. A new idea, method or experiment very quickly reaches an entire classroom - and then the next generation of students.

As one teacher wrote: “This year’s ‘Science and Me’ project proved that when young people are given the right tools, support and space to explore, their capacity for innovation knows no limits. I am proud to have been part of this project, which undoubtedly inspired a new generation of young researchers and thinkers.”

These experiences - of teachers who learn, share, mentor and create together with their students - are at the very heart of “Science and Me.”