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Educational research and policy suggest inquiry as one of the most prominent ways of promoting effective science education. However, traditional approaches towards inquiry learning are not always sufficiently motivating for all learners. The EU-funded project, TEMI – Teaching Enquiry with Mysteries Incorporated, suggests that mysterious scientific phenomena introduced via drama-based pedagogies and showmanship skills could have the potential to engage more students emotionally in science and to entice them to solve the mysteries through inquiry. This paper reports teachers’ views on using storytelling in connection with mysteries in the science classroom. The data stem from a case of chemistry teachers’ continuous professional development within the TEMI project in Israel. Data were collected from 14 teachers by means of a questionnaire, interviews, observations, and written reflection essays. The case discusses teachers’ views on the benefits and difficulties of using story-based science inquiry activities.
Peleg et al. (Sun,) studied this question.