SETAC developed a series of prototype activities which were experimented with a number of school classes in each country

These have been experiments, hands-on activities, exhibits, dialogue-based games which focused on health, energy and climate issues and were also.based on methodological approaches that linked with the work on pedagogy. The activities will finally be used as experience to discuss during the European training course.

The aim of the activities with teachers and students – as of the project itself - is to encourage inquiry-based learning of the proposed contents, active engagement in exploration and experimentation of related concepts and phenomena, and debate on the topics from the point of view of social impact. The overall objective is to build skills for addressing science and technology in everyday life (and not only during school teaching sessions, or through textbooks) and for becoming active and informed citizens participating in issues of social interest and concern.

Below you can find:

  1. Two activities which were chosen among the ones developed by the partners, that are presented in a way as to allow teachers or other practitioners to use and adopt them in their own contexts.
  2. A short description of the activities which were carried out with the help of schools in general.

1. Activities to use

Role game

This role game has been devised to encourage students’ active involvement in inquiry and debate.
It proposes a scenario for the Energy supply of an imaginary German district.

It is one of the education activities that have been developed by the Deutsches Museum and TUM in the context of SETAC and was tested with high school students during the project.
It presents therefore a German scenario. It combines physics, chemistry and biology contents relating to the Energy sypply from diverse sources.

The role-game approach aims to motivate students to address such issues following data research using the internet, museums, books, interviews etc. Students take the roles of specific stakeholders of the community becoming this way more aware of the decision processes involved in cases like this, processes which very often have similar aspects with real society or everyday life.

The materials necessary to play the game are available in three languages – English, Italian, German – in order to allow for other practitioners to adapt and use them in their own context.

- Role game in english
- Gioco di ruolo in italiano
- Rollenspiel auf Deutsch


SETAC created a web tool to make users create tests online to challenge others on health, energy, climate change or any other scientific topic or respond to the tests generated by users. This web tool has been created as part of the SETAC project with the prime aim to encourage students to engage in researching, reflecting and communicating science-oriented topics.

Partners’ experience from working with schools during the project has shown that when students are asked to take an active role in their own learning in science and technology, curiosity, interest and knowledge are built in a more effective way. This of course applies to all learners, whether those are students, teachers or citizens involved in the science debate.

It is therefore a tool for anybody.
It allows for the construction of tests by groups or individuals who aim to examine a certain topic. It also invites groups or individuals to take a chance in responding questions regarding different topics.
More than looking into the scientific value of the questions, for the project what is important is to use this tool as a method for stimulating critical thinking, research of the information that would be necessary to answer a certain question and an inquiry attitude towards science.

Create your test now!

2. Other activities developed by the partners

National Museum of Science and Technology Leonardo da Vinci, Italy
The activities are developed by the museum staff in collaboration with teachers and their classes. Students are asked to choose a scientific topic from the current news related to Health and investigate it through laboratory activities, discussions with experts (scientists, teachers, museum staff, etc.), or by looking up literature and research studies. The work is carried out in groups. The final output is to produce an experiment which aims to help investigate news that surround us regularly and to use the museum in order to communicate it to teachers, peers, scientists.
Information: Sara Calcagnini |

Kempen University College- Teacher Training Department, Turnhout

Students from all ages and backgrounds visit the National Museum of Playing cards, where they receive presentations and information on the history of printing, manufacture, and energy. This generates dialogue and awareness of the students about energy sources for production and industry. Students discuss these issues in terms of societies’ reliance on energy, and learn about practical application of science.
Information: Jef Van Den Bosch | (Kempen University College)
Filip Cremers | (National Museum of Playing Cards)

Hungarian Natural History Museum

Activities were developed between the museum and the Meteorology Museum concerning climate change and its impact on Earth throughout history. Students build on prior knowledge by identifying current issues in the media, receiving talks from experts in climate and archaeology. They then participate in group activities based on identifying fossilised animal bones, and designing an environment of the future.
Information: Judit Holler |

Deutches Museum and TUM School of Education

Students from a number of different classes receive talks and information about local energy supply and it’s future possibilities. A role play scenario develops in which each class is assigned a type of energy supply (such as wind, solar, etc) which they must research and promote. Class meetings are held to discuss their form of energy including it’s suitability in the region and environmental impact. Specific roles such as ‘manager of a company selling power plants’ and ‘ecological activist’ are given to students, allowing them to prepare presentations from different points of view. This builds up to a ‘District Conference’ in which all the classes must present their allocated energy source, then debate which would be most appropriate in the area.
Information: Traudel Weber | (Deutches Museum)
Doris Lewalter | (TUM)

Technical Industrial State Institute "Marie Curie", Italy
The proposed activities address secondary school students of 14 and 15 years old) and focus on the topic Ecological Footprint. In the context of the topic, students are involved in the study and discussion of ecological and socially relevant aspects having to do with people’s behaviour and their sustainability. The activities develop students’ awareness of science not seen as a school subject, but as an important tool helping take responsible decisions on our present and our future.
Information: Giulia Fiorentini |

Collège Paul Verlaine Malzéville (France)
Discussion and awareness of ecological issues is stimulated in students through watching a film (‘Home’- Yann Arthus Bertrand) and completing an online questionnaire to calculate egological footprint. Students then adapt the questionnaire by proposing new questions that are more relevent to their lives and enviroments. This is then debated as a group to encourage active dialogue with the material. Additionally, students engage in workshops and visits to museums to increase their knowledge about energy production, conservation and recycling.
Information: Etienne Bolmont |